Week+Six+T2+2012

Students each get a card which has on object on it (eg Chair). It then has three words underneath the object which are related to it (eg legs, seat, sit). The students have to describe the object to the class without saying the words underneath and the class has to guess what the object is. || Brodie and Stephanie: Matthew, Molly, Jess, Hayley, Ryan. Years 5/6 Girls: Years 3-6:
 * =Monday 28th May= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/Peer Reading** ||
 * 9.35 || **Release** ||
 * 10.35 || **Fruit Break** ||
 * 10.45 || **Fitness** ||
 * 11.00 || **Scripture** ||
 * 11.30 || **K-2 Talking and Listening**
 * 12.00 || **Lunch** ||
 * 12.40 || **K-2 Space and Measurement**
 * Mindmap what is "mass". Define the terms; weight, heavy and light.
 * Students throw balls of different masses and compare how far they are able to throw them.
 * Students are given a selection of pictures of obviously light and obviously heavy items. They then need to sort the items into the groups "heavy" and "light".
 * Students use an equal arms balance. In one side they place a pot of clag glue. They then need to find out what objects and how many of them (eg how many textas) it takes to equal the balance. They write their answers in a table. ||
 * 1.40 || **Recess** ||
 * 2.00 || **3-6 PD Health**
 * Finish off their powerpoint on puberty.
 * Discuss what they know about the female menstrual cycle.
 * Read page 3 on the website....
 * Discuss the menstrual cycle and answer any questions the girls have.
 * (Revision) Discuss; what are feelings, what are some feelings we may have, what are appropriate ways to express our feelings.
 * Discuss that sometimes feelings and body signals change and this may happen very quicky. Discuss the importance of taking note of changing feelings.
 * Students are given scenarios when people have changed feelings. They work in small groups to discuss what feelings the character is having at the beggining and if there is any change. They record the feelings felt and body signals given. They then share their scenario and responce with the class. (Scenarios- Appendix 7, Child Protection Education, Stage Two)
 * Discuss what mixed feelings is (having two or more feelings at one time). Get the students to give examples of times they may have had mixed feelings.
 * Students map their feelings for a day on a table (Table- Appendix 8, Child Protection Education, Stage Two) ||
 * 3.10 || **Dismissal** ||

Brodie and Stephanie Matthew, Jess, Molly, Hayley, Ryan
 * =Friday 1st June= ||  ||
 * 9.10 || **Bell** ||
 * 9.15 || **Individual Reading/ Peer Reading** ||
 * 9.35 || **3-6 Library**
 * Borrowing
 * 5/6- Current Affairs Quiz ||
 * 10.00 || **Sport** ||
 * 10.45 || **Fruit Break** ||
 * 11.00 || **K-2 PD/H/PE**
 * Discuss a list of individual characteristics observed when looking in a mirror. Describe self to the group and relate characteristics common to everyone. Name some differences in characteristics.
 * Students discuss in pairs what makes them special. They then complete the sentence "I am special because..." to the class.
 * Play the game "Class Kiddies". Choose a student to describe a class member by appearance, ability, likes/dislikes. Students guess the identity.
 * K-2 Child Protection**
 * Discuss what safe and unsafe means. Discuss places where you feel safe and what makes you feel safe.
 * Watch a video of the "Three Little Pigs". Discuss when the pigs felt safe and unsafe and why they were feeling this way.
 * Students copy down and complete the following sentence "I feel safe when..." ||
 * 12.00 || **Lunch** ||
 * 12.40 || **K-2 Space and Measurement**
 * Students are given two bags. They need to place items in them so that one bag is noticably heavier than the other.They then need to describe how the bags felt, If they could tell which was heavier just by looking at them and what they could use to work out which bag is heavier.
 * Students have free play with the equal arm balance to try and find things which are of equal weight.
 * Students choose two objects. Without hefting the objects they need to decide which they think will weigh the most. They then weigh the objects in the equal arms balance to test their estimate. They write their objects, estimate and findings in a table. ||
 * 1.40 || **Recess** ||
 * 2.00 || **Assembly** ||
 * 3.10 || **Dismissal** ||