Here’s the chemistry readings for today’s lesson.

Here’s the chemistry readings for today’s lesson.

Read pages 2, & 7.


Today’s learning goal is:

I understand the properties of compounds and mixtures

If you finish early have a go at the interactive:

For your early finishers, read all the pages then have a go at the quiz.

Over the next couple of weeks as you complete your 100WC, and comment on the writing of others, I want you to focus on the 6 Traits of Writing.
Each week I will select a trait to focus on and you will pay particular attention to it while writing. You will also look for evidence of the trait in the writing of others as you read and comment on their 100WC pieces.
The year sixes have already begun. Last week, after our lesson on sentence structure, I asked them to include a variety of sentence forms in their writing. I’ll be interested to see how they use them in such a short piece of writing, and I’ll also be keen to see if anyone creates a compound-complex sentence.
For more information on the 6 Traits check out this page, and don’t forget to always refer to the Editing and Proof Reading page before publishing any work.
Things to look for when exploring each trait are:

  • Contains an important idea which is clear to the reader
  • Contains interesting supporting details
  • The details show, not tell (too much information or not enough?)
  • Interesting to the reader, something unusual, or surprising, happens in the story, and it works


  • Has a strong beginning which catches the audience’s attention
  • The ideas are in order, the way the writing is arranged works
  • Easy to follow as you move from part to part, the right amount of time is spent on each part, and they support the main message
  • All the features of the text type are there
  • The story feels finished, and leaves the audience thinking


  • Sounds like this particular author wrote it and you can see they are interested in, and care about, the topic
  • Contains the right tone for the purpose of this text type and audience
  • The author knows how they want their audience to feel
Word Choice

  • Appropriate language for the text  purpose and audience
  • Contains words and phrases that make the message clear and that are used accurately and for the right purpose
  • No words are over used
  • Strong verbs for the actions, and the relevant use of adjectives and adverbs

Sentence Fluency

  • Sentences vary in length and structure and are put together so they are easy to understand
  • There is a variety of sentence beginnings
  • Sounds good when read aloud, flows well and can be read with expression
  • Contains appropriate use of figurative language and other sound effects


  • Where needed correctly labelled with name and date, plus an appropriate title
  • The spell has been checked and corrected
  • Correct capitalization (the start of sentences, the word ‘I’ and the names of people, places and things that are one of a kind)
  • Use of periods, question marks and exclamation make sense to the audience, they tell where an idea ends and begins
  • Larger sentences make sense, and are easier to understand, through the correct use of commas, colons, dashes, parenthesis and semicolons
  • The sentences are grouped into appropriate paragraphs, for new ideas and when someone new speaks
  • Others can easily read my work
Filed Under (uncategorized) by on May 16, 2014

This term we’ve been exploring Australia’s democracy, the three levels of government and the Road to  Federation that led us to where we are today.

Below is Tom’s, Angelica and Deanna’s timeline.


On the 14th of May we had our second science lesson conducted by the scientists from GTAC. (to read about the first go to - To read the students’s reflections follow the links to their own blogs on the left of this page)

For this second session Jacinta and Chris first went over over the POE (predict, observe, explain) process. Although we’d introduced this in class Jacinta opened it up further with a particular focus on how we use our various senses as we observe.

Next students got to apply the POE approach, see second slide show below.

Finally, as they have done on previous lessons, Chris and Jacinta had the students physically act out what the gas and liquid particles were doing during the experiment.


“This week, the people from GTAC, Chris and Jacinta came to our school and explained the gas state to us. Firstly, we looked at the senses that we use in the labs. We use see, hear, smell and feel but not taste. We don’t use taste in the lab because of all of the dangerous chemicals. We then did and experiment to how gas particles react when touching other particles.  We put a ping pong ball into a jug of water and then pushed a cup onto it and pushed the ping pong ball and the cup down into the bottom of the jug. Only a bit of water was in the cup, and the ping pong ball was floating in that.”

Tom (click here to read his full post on his own blog)


Term 1 Project Reflection:

In Term One we learnt about …

Three facts I found interesting and surprising:

  • (List as dot points, write as full sentences and paragraphs)


Two Understandings I now have:

  • (List as dot points, write as full sentences and paragraphs)


One Wondering I still have is:

  • (List as dot points, write as full sentences and paragraphs)


What were the most important things I learnt?

Write as full sentences and paragraphs.

How did I learn it?

Write as full sentences and paragraphs.

What am I going to do with what I have learnt?

Write as full sentences and paragraphs.

Finally end with a wrap up statement.

A good example of how to write a unit reflection like this can be found at: