lee's classroom

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

June 7, 2016
by leesclassroom
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Cause and Effect lesson continued

In pairs – read second part of ‘The Play’ – page 40.

Draw up cause and effect graphic organiser/ map as viewed on page 41 – In pairs – Complete details that support or relate to the main idea. Use THINK ALOUD as you discuss and complete.

Complete assessment task on page 42 – record responses into interactive books, e.g. a, b, c, d.

June 6, 2016
by leesclassroom
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Today’s Reading Lesson: Comprehension Strategies – Cause and Effect

Goal:

I can find examples of cause and effect in texts.

APK:

Take turns in pairs coming up with scenarios, e.g. – ‘I had to walk home from the school because I missed the bus.’ Which part is the cause and which part is the effect?

I needed to go home because I had forgotten my bag. Which is the cause and which the effect?

New Information:

  • You can find examples of cause and effect when you think about what happens in a passage and why it happens.
  • A cause is the reason that something happens.
  • An effect is what happens as a result of the cause.
  • Clue words such as so, so that, since, because and if often signal cause and effect.
  • Other clue words are reason and as a result.
  • Think about what you already know about real-life causes and effects.
  • Drawing up a cause and effect map may assist you.

Application:

  • Access resource – ‘Stars Extensions book d’  in StudentShare Folder 5-6 2015/COMPREHENSION STRATEGIES
  • In pairs read ‘Landsborough’ page 34 – discuss cause and effects map on page 35
  • Read page 36 The realistic fiction story – ‘Jenny at next to her parents…..’ In pairs discuss following cause and effect map.
  • Read ‘The Play’ – page 38.
  • Draw up cause and effect graphic organiser/map as viewed on page 39 – In pairs – Complete details that support or relate to the main idea. Use THINK ALOUD as they discuss and complete.
  • In real-life reflect on one event that occurred in your family – reflect on the cause and the effect. Record how you knew the cause and how you recognised the effect.

Goal Reflection:

Rate yourself according to the success criteria. Explain and prove why you deserve that score.

June 6, 2016
by leesclassroom
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Today’s Maths Lesson: 2 Way Tables

Goal:

I understand how 2 way tables work

Success Criteria:

  1. I can read the information on a 2 way table
  2. I can create my own 2 way tables form data
  3. I can create graphs from data in 2 way tables
  4. I can understand and explain when 2 way tables are most appropriate to use

APK:

2 Way Table example   T&T- what can you tell from this table

New Information:

Two way tables allow us to break up categorical data into 2 sections that we can compare

Follow HOTMaths lesson: AC Year 6 –>  Data –>  Two-way tables (Take notes where appropriate)

Application:

Explore widget as class &  in pairs

Open up and work on the three hotsheets embedded on the page. Where possible write your answers in a sentence solution.

  • practise reading information from two-way tables
  • create a two-way table by tallying data. Consider some ideas about surveys that you could conduct using two-way tables.
  • to compare data on a side-by-side column graph and to generate data to create your own side-by-side graph

Goal Reflection:

Rate yourself according to the success criteria. Explain and prove why you deserve that score.

June 2, 2016
by leesclassroom
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For Today’s Science Lesson

New Information:

Rust occurs because the iron in the steel reacts with the oxygen in the air to create ferrous oxide ( a new substance- the brown rust)- it has a different look and feel. The vinegar strips the outside of the steel, exposing it to the oxygen to speed up the reaction. Other elements also react with oxygen- oxygen is a very reactive molecule.  Fe+ O2 → Fe2O.

You cannot un-rust metal, so rust is an irreversible chemical change.

Goal Reflection:

We know rusting is a chemical change because we observed…

Fill in table created in lesson 2

Did you learn much in this lesson- why/why not?

What EXACTLY have you gotten better at? What evidence do you have?

Is this lesson connected to any of your personal science goals? How?

 

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