Filed Under (camp) by on November 23, 2014

Hi Takee and Afrah. For this week spend the first three days with the 1/2s and the last two with the Preps. Monday morning go see Senada. Michelle, Raju and Ayla will be joining you.

There is a lot of work listed below,. Take your time, I don’t expect you’ll get through all of it.  During the week  I expect you’ll also be asked to help out a bit in the classes you are in. I know Jenny might have some Prep blog work you can help with.

The following is a list of work for you for this week.

  • The work sheet attached is a web quest. If some of the links are not working do some investigation. (Canberra Camp Web Quest)
  • The following chapters from frameworks are on the Maths we’ve covered recently. Chapter 19 (Angles), Chapter 15 (Perimeter and Area). Work you way through them.
  • Each day after some silent reading, Afrah and Takee, please help Michelle and Raj to write and edit reading reflections, based on the sheets we use in class. At the end of the week , if you get time, take them through the read like a reader or read like a writer steps to create a more detailed reflection.
  • Finally, as a group, spend the week working on the design a solar cooker task from the integrated unit. (Build a Solar Cooker)

Use your learning to design, build and test your own solar cooker.

Measure and record the temperature inside the cooker at different times during the day.

Identify and investigate as many factors as you can that might affect the efficiency of your solar cooker (eg the Sun’s angle, cloud cover, wind, air temperature, size and colour of cooking pots and pans, food size, quantity and water content).

Choose a cooking project for your solar cooker. (A simple cake mix is ideal.)


For today’s science lesson we were going to look at a youtube clip Solar cooking in Zanzibar. We were going to use the knowledge we’d gained from the solar cooker interactive to decide how efficient the cooker was. As we couldn’t view the clip at school could you please look at it at home and we’ll discuss it in class.

Filed Under (5/6 team news, camp) by on November 20, 2014


1 Backpack containing

Lunch for 1st Day

Snacks for the first day (muesli bars, fruit sticks, etc.) for morning and afternoon tea

Water bottle

Camera (optional &child’s responsibility)


Insect Repellent

Hat (SunSmart)

Pocket Money in a small purse or wallet



1 fitted/bottom sheet

1 Sleeping Bag

1 Pillow

2 Towels

* 1 Duffle Bag or Soft suitcase containing:



Socks (daily change)

Underwear (daily change)

T Shirts/skivvies (2/3)

Jeans/Trousers /Slacks) (2 pair)


Shorts (2/3 pair)

Jumper/Windcheater (1/2)


Waterproof coat/parka

Beanie and sunhat (in daypack)


2 plastic bags for wet/dirty clothing.

Bathers & towels



Change of shoes or runners.

I pair of inside shoes (slippers/moccasins/uggs)



Soap and face washer

Toothbrush and toothpaste

Brush & comb

Talc powder/ roll on deodorant

2 Towels




Reading material



Camera (child’s responsibility)


1 Indoor Game

Pocket money (No more than $30.00, please stress with your child this is for souvenirs NOT food or drinks.)


LUGGAGE: (Please keep to minimum.)

1 Duffle bag or soft suitcase

1 Small back pack as hand luggage



Electronic games and devices

Chewing gum

Jewellery, watches etc

Spray on deodorants




Spending Money

Students may require some spending money during the trip, as they may like to purchase small souvenirs, postcards, etc; from places they visit. We would like to suggest that THIRTY dollars would be a reasonable amount for the week. (Any amount over this will be taken and returned at the end of the week). All money that your child brings to camp MUST BE in a clearly labelled purse or wallet.


Lollies and Sweets

Students have been asked not to bring large amounts of lollies and sweets – No food or drink is to be consumed on the bus

Filed Under (uncategorized) by on November 19, 2014

To begin today’s lesson we brainstormed what you know about renewable energy and about how heat from the Sun can be used?

If you want an explanation of solar energy go to:

Next, with your partner:

Use NDLRN digital curriculum resource L1140 Energy from the Sun: design a solar cooker   to explore factors that help solar energy to be captured effectively.

Predict what will happen as you adjust the cooker’s shape, direction and surface. How do you think these factors will affect the amount of solar energy captured?

Observe and discuss
 the different results you achieve as you carry out your simulated experiment.

Record your learning about the shape, direction and surfaces of the solar cooker.