Week+Seven+T3+2012

- Teacher informs students of what they will being doing in the next few weeks- writing their own narrative. - __Learning today__; How to use adjectives in a sentence to describe a character. Make up and describe two characters. - Discuss what are adjectives with reference to the adjective wall. - Describe the big bad wolf from the three little pigs using adjectives as a class. - __Teacher tells task__- make up and describe 2 characters using adjectives. Refer to the overall task- writing a narrative. - __Teacher sets expectations__- models to students what are expected for their characters. - Students work individually on creating two characters. Brodie draws characters and the teacher copies down his explanation underneath. @ASSESSMENT CHARACTERS ||  || - Learning today; Students will watch good and bad recitals and discuss the reasons as to why they were good or bad. They will form a check list for a good recital (what is needed) Students will practise reciting their poem.Students will take turns working one on one with the teacher. - Discuss what makes a good recital- record on A3 paper. - Watch videos of good and bad recitals - Discuss which ones were good and why- add to points recorded on A3 paper. - Discuss which ones were not as good and why. - __Teacher tells task-__ Students will be practicing the poem they received last week. They need to focus on the points about what makes a good recital when practicing. Students will take turns working one on one with the teacher- Brodie, Matthew, Molly and Jess - __Teacher sets expectations__- Discuss that the points written on the board will be what they are marked on. so they need to practice these traits. ||  || __Learning today__: Discussing the words; long and short. Comparing the height of two people. Sorting pictures into the categories; short and tall. Comparing the height of different objects. - Discuss the words; long and short. - Who is tall, who is short; Brodie stands next to Stephanie. Take a photo of them. Then question Brodie, who is tall and who is short? Discuss why. Print out the picture and they can glue it into their books and label tall and short. - Short and Tall worksheet [] Ran out of time to start worksheet. - Students are given a piece of string. They are given a table which has longer than, about the same as and shorter than. The students have measure the string against objects in the classroom and draw pictures in the table according to its labels. __Learning today__: Language; shortest and tallest. Ordering students in height. Finding the shortest and longest objects. Using informal units to measure objects. - The students need to work together to order themselves from shortest to tallest. Question who is the tallest, who is the shortest, how did we work this out? - Finding the shortest and longest activity [] - Discuss how to measure using informal units. Discuss how to measure effectively eg lining up the measuring equipment to get the correct results. Model this. - Students choose three things to use to measure objects eg pencils, rubbers, blocks. - Students have to measure three objects using all three informal measurements. They then record these. - Discuss as a class the results, which was easiest etc. ||  || - __Learning today__; Finish worksheet and discuss. Take photos of experiment and discuss. Discuss how people grow change and develop over time. Discuss how people change. As a class make a time line of average changes from birth to 8 years old. - Work as a class to finish the science experiment worksheet. Worked as a class to write steps- they are saved to computer and will need to be copied down another day. Grace can take photos of the experiment while this is happening. - Look at the experiment and discuss any changes. - __Teacher sets task__- In the next 3 weeks students will make their own time line of development from when they were born till now. This will be an assessment task. - Discuss how people grow and change over time. Discuss things students can do now they couldn't when they were younger. Discuss how old there were when they started doing certain things eg going to school. - As a class make a time line of average changes from birth till 8 years old on A3 paper. [] ||  || //** Natasha Dunn 27/8 **// ||
 * =Monday 27th August= ||  ||
 * **9:10** || **Bell** ||  ||
 * **9:15** || **Individual Reading/Peer Reading** ||  ||
 * **9:35** || **Text Types**
 * **10:35** || **Fruit break** ||  ||
 * **10:45** || **Fitness** ||  ||
 * **11:00** || **Cooking** ||  ||
 * **11:30** || **K-2 Talking and Lis****tening**
 * **11:30** || **K-2 Talking and Lis****tening**
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || **Space and Measurement**
 * ES1 **
 * S1**
 * ** 1:40 ** || ** Recess ** ||  ||
 * ** 2:00 ** || **K-2 HSIE/Sci**
 * ** 3:00- 3:10 ** || **Jobs**

__Learning today__; The importance of being safe with medicine, what to do if someone takes to much or the wrong medicine and safe and not safe areas to play at school. - Prepare a display of a variety of empty medicine containers. Have students discuss why people use them and when they need to be used. Discuss; - why is it important to be careful with medicines - who do you contact if someone takes the wrong amount or the wrong kind of medicine- have student identify responsible adults who can help in an emergency. - Role play ringing 000 and asking for help. - Students discuss the rules for taking medicines at home and list ideas. __Teacher sets task:__ students write an acrostic poem on 'medicine'. @ASSESSMENT SAFETY IN MEDICINE __Teacher sets expectations__; Poem must mention; what medicine does, where medicine should be kept, who can help or who can you call. After setting the criteria I question Brodie on each focus and wrote his responce into his book. Social Skills- Identifying out of bounds areas - Identify safe areas to play - Describe and demonstrate where in bounds areas are in the school - Discuss the need for out of bounds areas Ran out of time. || __Learning today;__ short and tall, S1 different ways of measuring objects. - Discuss the language; tall, short and long. - Get two students to stand back to back and ask the class how do we find out who is the shortest and the tallest. Get three students to stand in a line then ask the same questions. - whiteboard activity; [] __Learning today:__ Understanding the language; shortest and longest. Choosing the shortest or longest from two options. Choosing the shortest and longest from three options. Ordering objects from shortest to tallest. - I pad app measurement activity; long and short - Short and Tall worksheet; cut and glue into book [] @ES1 ASSESSMENT TALL AND SHORT - Put a group of pencils on the table. Question which is the shortest, which is the longest? How can we find this out. - Straws in order; the students are given 5 different sized straws. They need to put them in order from shortest to longest. During the process discuss- how do we find out which is the shortest etc. (Make sure they line the straws up so the bottoms are at the same place) Ran out of time. - Find the shortest and longest activity [|http://www.studyladder.com.au/resources/teacher/mathematics/activity/3384?] [|retUrl=%2Fresources%2Fteacher%2Fmathematics%2Ftopic%2Flength-446%23sg-1508] __Learning today:__ What ways can we measure objects. Making a cm ruler and finding objects around 10cm. - Discuss what are some ways we can measure objects? Eg a ruler, blocks paperclips. - Discuss what is important when we use these things to measure eg lining up the objects evenly. - Discuss what a ruler is and why use a ruler. - Students cut a ten cm strip from grid paper. They label each cm and colour one side to measure from. Line up with ruler to check. - Discuss that this is ten cm and each square is one cm. Discuss what do you think would be ten cm long. __teacher set task:__ Find objects which measure less than 10cm, bring them to the floor and draw a picture each into the table. __teacher set expectatations:__ You have ten minutes (put time up). stage one needs to find at least four things. Stage two needs to find at least six. - Discuss how to measure using their made ruler eg line up with edge of object and count the squares. Model this. __teacher set task;__ with those objects students now need to measure them using cm and their made ruler. __teacher set expactations:__ set time limit, and behaviours expected. Due to a small class we had more time so the students also made a 20cm ruler. They then found objects that length and measured them. They cut out the objects and measurements on the worksheet and ordered them from shortest to longest. @ASSESSMENT MEASURING CM || k-2 - Discuss the sentence "people bounce back like balls bounce back" - As a class make a spider diagram summarising this. 3-6 Students complete the quiz on pg87, Bounce back Level 2 Book. Didnt get the above done, hoever did discuss bouncing back as a class in greater detail. ||
 * =‍‍Friday 31st August= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 PD/H/PE**
 * PDHPE Modules pg 221- Drug Use**
 * 12.00 || **Lunch** ||
 * 12.40 || **Space and Measurement**
 * All**
 * ES1**
 * S1 **
 * 1.40 || **Values & Bounce back**
 * All **
 * - ** Finish integrity Quit
 * 3.10 || **Dismissal** ||