lee's classroom

(another MPPS global2.vic.edu.au weblog)

November 20, 2019
by leesclassroom

G I understand the way that everyday events can influence chance. 

As a team try to select the most common drinks from the ‘Vile Vending Machine’ and see what happens. Discuss with the class the occurrence of chance in your selections and take a look at the results tab to see the fractional chance of the machine working for your selection. Add the ‘Vile Vendor’ to the class line of probability where it belongs.



The language of likelihood

Probability is all about describing how likely something is to happen.

Some things are certain to happen. The sun is certain to rise tomorrow.

Some things are likely to happen. It is likely that you have a pet at home.

Some things have an equal chance of happening. There is an equal chance that a new-born baby will be a boy.

Some things are unlikely to happen. It is unlikely that you have four brothers.

Some things will certainly not happen. You will certainly not turn into a sheep overnight.

If something is certain to happen, then we know it will happen. If an event will certainly not happen, then we know it won’t happen. But likely events, unlikely events, and events with an equal chance can either happen or not happen.


 There are many events that we can describe the probability of. 

Ask students to draw a line of probability and then ask them to plot on the line the likeliness of these occurring…

How likely is it that you will receive a letter in the mail today?

How likely is it that you could beat your best friend in a race?

If you toss a coin, how likely is it to come up heads?

How likely is it that you will watch TV tonight?

How likely is it that you will have potatoes for dinner tonight?

If you roll a die, how likely is it that you will roll a 6?

How likely is it that you will go to school tomorrow?

Ask students ‘Do you think your answers to all these questions would be the same as the answers a friend would give? Discuss with a partner what answers they gave…

With all of these events, one cannot happen if the other happens. Discuss this with the class.

Extension: Can you include a fraction for each event in accordance to its likeliness on the line of probability?

G How is the chance of these events different to chance events that have an equal chance of happening? 

November 11, 2019
by leesclassroom

Integrated Studies – What is a Plant Life Cycle

Goal: I understand that plants have life cycles.

APK: Turn and Talk to your partner: What can you tell me about the life cycle of a plant?

New Information: Watch Sid the Seed. Try and identify some of the things that helped Sid grow and in what order they happened.

Find a definition of the following terms:

  • Germination
  • Pollination
  • Photosynthesis

There are 6 stages of a plants life cycle:

In your book create your own flow chart of the life cycle of a plant.

Use both pictures and words to explain the life cycle.

Goal Reflection: Do you think the life cycle of a plant would change for different types of plants? Why or why not?

November 5, 2019
by leesclassroom

Integrated Studies – What is a Life Cycle

Goal: I can identify differences between the life cycles of various animals. 

APK: Watch and read through – http://studyjams.scholastic.com/studyjams/jams/science/animals/animal-life-cycles.htm

After viewing note down any key understandings into your workbooks. (new information side, my notes)

New Information: All living things go through a range of stages throughout their life cycle.  Download and read:



With your partner discuss and answer questions, no need to record answers.

Next we will be learning more about representing, describing, and writing about the life cycles of various animals. Download and read:

Life cycle of a mouse

Life cycle of a bird

Application: Select an animal to complete an animal life cycle page on application side of workbook (although working together each partner should complete own page). Three elements to include:

  • Drawn pictures showing the life cycle of the animal. (draw pictures, no need to print anything, you are all such great drawers, help each other)
  • Key information each group decides is important to know about animal group. 

Then, discuss with your partner/s any events or happenings you can think of that could interrupt/damage/destroy the animal’s life cycle.

  • Record notes from discussion with partner/s on to page.

Below is an example of how to lay out what you will write and draw into your workbook:

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