lee's classroom

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

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:

July 24, 2019
by leesclassroom

Integrated Studies lesson 2 links

Image result for the night sky in australia

Use the Sharing Stories website to further explore some of the themes and motifs used by Indigenous Australians to tell their Dreamtime stories. Sharing Sto/.0 ries

Watch the videos and notice how young Indigenous children tell the Dreamtime stories particular to where they were born.

Share your observations.


For more information, see:


December 10, 2018
by leesclassroom


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.

Related image


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)?


Extension activities:

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.


Image result for perimeter area volume


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