November 27, 2018
As we head towards the end of the year and the Christmas break I often get students coming up to me and in casual conversation asking, “Leeeee, do you like chocolate?” or “Leeeee, do you like wine?”
While I appreciate the subtlety with which they approach their assignment, I think I know what is behind the well crafted espionage.
As a teacher I neither expect nor want gifts at this time of year. That said I know some students and families want to show appreciation for a long and full year. If you do feel so inclined I ask that you instead look towards a donation.
I’m a long time subscriber to the Save the Children and know they have many avenues to contribute over the Christmas period. Their site, as with other charity sites, contains information about the projects they have which could provide a useful discussion starter for you and your child.
The Save the Children Little Helpers site has a range of donation gifts which are aimed at creating better lives for children.
Another charity that is close to my family’s heart is Qhubeka which helps change lives in Africa. Through donating purpose built brand new bicycles Qhubeka creates easier access to education, healthcare and economic opportunity. My late brother worked for Dimension Data who, through their World Tour cycling team, are a key supporter of Qhubeka. Each year, around this time, I make a small donation in his name.
Again these are just recommendations, you or your family may have their own preferences. I do ask if you do donate please discuss it with your child, it is never to early to develop global awareness and learn about some of the ways people and organisations are responding to various issues.
December 10, 2018
Activity 1 (individually):
- Pretend to be an architect. Design as many buildings as you can, only using six 1 cm³ blocks (MAB blocks).
- “Can you make one that takes up a bigger space than another”
- “Can you make one that takes up a bigger space than others at your table?”
- Take a walk around the room. “Who’s building takes up more space?”
- “Is a building 6 blocks high the same as a building 6 blocks long? What is similar and different about the buildings you have made?”
Question (turn and talk): Which shape below takes up more space? Justify answer.
Definition: Volume is the amount of space a 3D object takes up.
Activity 2 (with a partner):
- Pretend to be an architect. Using ten 1 cm³ blocks (MAB blocks) design a building. Then one with 20 blocks, then one with 30 blocks. As you build each one compare it to others on your table.
- Pick a simple rectangular object on your table, make a full scale copy of it with MAB. Compare it to other made at your table. Which has more volume (takes up more space)?
Activity 3 (whole class):
Activity 4 (with a partner): http://www.interactivestuff.org/sums4fun/3dboxes.html (use real MAB to build what you see on screen if that helps you count how many are there)
Extension activities information (this is not required at your year level, but you can record it if you want)
How it is measured: Volume is measured in cubic units. For example a cubic cm block takes up 1 cubic cm. This is written as 1 cm³. Bigger objects may be measured in bigger units such as cubic meters, or m³
Pronounced: centimetres cubed or meters cubed.
The Formula: Volume = length x width x height.
November 26, 2018
Today you will be exploring different types of computer peripherals.
Grade 3 students read https://www.bbc.com/bitesize/articles/zx8hpv4 and take notes.
Grade 4 students read the following and take notes: Peripherals handout
October 9, 2018
Text: When I Grow Up-1516v4f
Students read a poem independently and record a personal connection response as discussed in class. Try for a deep rather than shallow response.
Students select a poem from those in the document below. Students will need to share a computer.
October 8, 2018