Day+Book

=Week Six = 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** ||

Brodie and Stephanie Molly, Jess, Matthew, Ryan, Hayley
 * =Monday 4th June= ||  ||
 * **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.**
 * Discuss what is an opinion?, does an opinion have to be the same as everyone else?, what can an opinion be about? Discuss how we can share our opinion.
 * Read a book to the class
 * Students work by their self writing points on their opinion.
 * Students take turns to share opinion.
 * Discuss why opinions are different and how to respect others opinions. ||  ||
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || ** Space and Measurement- **
 * ** 12:40 ** || ** Space and Measurement- **
 * Shape Walk; Students walk around the school and describe the various shapes they see eg "these leaves look round". Students use drawings to draw what they found.
 * Shape and Line hunt; The student has a picture and labell for the shapes; square, cicrle, triangle and rectangle. They need to identify which shape is which and then trace each shapes name. The students use magazines to find pictures that are similar to the shapes. They glue the pictures underneath the shape it resembles.
 * Sorting Shapes; Students are given a collection of regular and irregular shapeswith three sides, four sides, five sides and six sides.Students are asked to sort the shapes into groups according to the number of sides. They then draw up a table into their books and glue in the shapes.
 * Shape Symmetry; Discuss what is symmetry and how do we find it. Students find shapes that have a line of symmetry by folding the shapes in half. Students glue their shapes onto paper and record their findings ||  ||
 * ** 1:40 ** || ** Recess ** ||  ||
 * ** 2:00 ** ** 2:30 ** **2:50** || **3-6 PD****Health**
 * Discuss what is a personal success.
 * Students work in small groups to discuss times in which they have had personal success and how this has made them feel.
 * Discuss long and short term goals and how this helps to achieve success.
 * All students names are put into a hat and they have to draw out anothers name. Without telling others who they recieved they need to write an acrositc poem about that person. Discuss that the poem must highlight the persons strengths, and should not be based on looks etc but rather personality and character. ||  ||
 * ** 3:10 ** || **Dismissal** ||

=June= ||  || Brodie and Stephanie Matthew, Jess, Molly, Ryan, Hayley [] ||  ||
 * =Friday 8th=
 * **9:10** || **Bell** ||  ||
 * **9:15** || **Individual Reading/Peer Reading** ||  ||
 * **9:35** || **3-6 Library** ||  ||
 * **10:00** || **Sport** ||  ||
 * **10:45** || **Fruit Break** ||  ||
 * **11:00** || **K-2 PDHPE/Child Protection**
 * Students make an 'I' poster. They are given a photo of them taken at school and arund the edge fill in "I like, I can, I have, I play, I do" ||  ||
 * **12:00** || **Lunch** ||  ||
 * ** 12:40 ** || **K-2 Space and Measurement**
 * ** 12:40 ** || **K-2 Space and Measurement**
 * Brodie and Stephanie []Making shape pictures; Students make a picture using different-sized shapes. As students are working the teacher asks the students to name the shapes they are using.
 * Pipe cleaner shapes; studenst investigate the shapes or figures that can be made by blending and joining pipe cleaneres. Students describe their shape and use drawings to record what they have made.
 * Tesselation; In small groups, students select a shape to investiagte whether it tessellates. Students trace around the shape and slide it to a new position attempting to cover the surface without leaving gaps. They group the shapes according to those that tesselate and those that dont.
 * Flip, Slide and Turn; Discuss the terms flip, slide and turn. Get students to discuss and take turns answering the questions on the smart board. []
 * Students take turns to copy the pattern by choosing the approriate shapes and turn into place.
 * ** 1:40 ** || ** Recess ** ||  ||
 * ** 2:00 **
 * 2:30 ** || **Class Awards**
 * Student Meeting**
 * K-2 Library** ||  ||
 * ** 3:10 ** ||

Brodie and Stephanie Matthew, Jess, Molly, Hayley, Ryan
 * =Friday 15th 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**
 * Students recall an exciting experience in their life and share with the class. Draw attention to the different range of experiences in peoples lives.
 * K-2 Child Protection**
 * Discuss that we have previously talked about places we feel safe in and people we feel safe with. Discuss places or situations in which children feel unsafe and situations that might frighten them.
 * Revise warning signals you might feel or see in these situstions. Students complete the sentence "I feel unsafe when..." and draw a picture.
 * Discuss 'Go and Tell'.
 * If time persists students make a red, yellow and green sign each. Watch the three little pigs and shows the signs for how the pigs are feeling. Green= safe, orange=cautious, red=unsafe. ||
 * 12.00 || **Lunch** ||
 * 12.40 || **K-2 Space and Measurement**
 * Lines; Students are given a piece of string and are asked to make a straight line, a curved line or a closed shape. They are asked to describe their line or shape, and draw what they create.
 * Making Shape Pictures; Students make a picture using different-sized paper shapes, including circles, squares, triangles and rectangles. As students are working, the teacher asks the students to name the shapes they are using.
 * []
 * Making Shapes; In small groups, students are given a die and straws of two different lengths.In turn, students roll the die and make a shape with the corresponding number of sides. Students are encouraged to make regular and irregular shapes. Students name each shape, and record their shapes in appropriate groups.Students discuss the difficulties encountered in making a shape when they roll a 1 or a 2, and develop a new rule for the game. For example, students may decide that a turn is missedif a 1 or a 2 is roll
 * Barrier Symmetry; Student A makes a symmetrical design using pattern blocks. They describe it to Student B who attempts to replicate it. This process is repeated with the students swapping roles. Students should be encouraged to use appropriate language, including the names of the shapes and positional language.
 * 1.40 || **Class Awards**
 * Student Meeting**
 * K-2 Library** ||
 * 3.10 || **Dismissal** ||
 * 3.10 || **Dismissal** ||

> they like about themselves. Choose students to nominate what they like about others. Brodie and Stephanie Question the students: - which leaf is the biggest/smallest? - how can you tell which leaf has the biggest/smallest area? - can you show me a leaf that is smaller/bigger than this one? - can you sort the leaves according to their size? Students are shown an outline of a tree shape and are asked to identify the group of leaves they would use: - if they had to cover the tree shape completely and explain why - if they had to use as many leaves as possible - if they weren’t allowed to use many leaves. Students are then given an outline of a tree shape and are asked to glue leaves onto the shape so it is completely cover Matthew, Jess, Molly, Hayley, Ryan > rugs. The teacher then poses the problem: > ‘I want to use one of these rugs for my pet dog/cat. Whichone will give my pet the largest area to lie on?’Students estimate which rug has the largest area.In small groups, students select materials to cover the rugs tomeasure which one has the largest area [] [] ||
 * =Friday 29th 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**
 * Have students draw a series of things that they can do now that they are at school. Compare their abilities to what they could do when they were younger.
 * Talk about the way we look. Ask individuals to describe themselves in a positive way. Name what
 * Have students play a greetings game – students move around to music. When the music stops they greet each other in a nominated way, eg shake hands. They exchange one special thought about each other.
 * K-2 Child Protection**
 * As a class brainstorm different kinds of touching eg kiss, rub, kick, punch, pinch, shake.
 * Discuss ways that people can touch eg lightly, hard, gently, roughly, carefully.
 * The teacher nominates students to one at a time demonstarte different ways of touching a class toy. ||
 * 12.00 || **Lunch** ||
 * 12.40 || **K-2 Space and Measurement**
 * Ordering Leaves; Students collect or are given a collection of leaves.
 * Rugs; The teacher shows the students a collection of 4 or 5 small
 * Estimation; Students select a shape or tile to use as a unit to compare the area of different shapes. They estimate the number of units required to completely cover a shape, check and record their results in a table.
 * Rectangles; Students are given 12 square tiles. They create a rectanglewith an area of 12 tiles. Students draw their rectangles on grid paper then rearrange the tiles to create as many different shapes as they can, with the area remaining unchanged. They record them on grid paper. Students discuss strategies used to create their shapes.
 * 1.40 || **Class Awards**
 * Student Meeting**
 * K-2 Library** ||
 * 3.10 || **Dismissal** ||