How are we called to care for our World?

Throughout this term we will be building our understanding of :

  • How to act responsibly and sustainably
  • To know that our actions impact on the environment
  • Develop an appreciation for the environment and living things

We will also explore these questions-

  1. How can we change what we do to have a positive impact for the future?
  2. What are my environmental responsibilities in being a global citizen?
  3. How do people interact with different environments?
  4. Why do we need to care for environments?
  5. How do environments change?
  6. How do living things interact within an eco-system?
  7. What effect do our actions have on the environment?
  8. Why do we need to develop sustainable practices?
  9. How are the world’s environments at risk?

Our initial understandings include:

Jake

We could be caring about our world by planting new plants and trees in our backyards.

Riley

I think that we need to care for our world by simply not harming it and respecting it more.

Mia

The Pope is spreading the word that we all need to care for the environment.


This video inspired our thinking about being Stewards of Creation!

Bridie

Many countries are trying to stop global warming by not polluting and creating less greenhouse gases.

Amelia

I think that we need to take care of our native animals and respect their habitats. The earth is not just our home  but it is home to many species of animals also.

Will

I think that it is disturbing that many people don’t care about what happens to the earth so we all need to spread the word about how to care for our world.

Connor

People litter too much. They are too lazy to throw rubbish in the bin. We need to educate people about recycling and not littering the earth.

Jack

We should limit how many trees can be cut down each year.

Peter

We can all help the world by putting rubbish in bins, recycling and using less electricity.

Ryan

WE are all called to care for our world by making better choices like walking instead of taking the car.

Lauren

I could make my neighbours aware about cleaning up our area and creating less rubbish.

Rosie

I try to reuse, upcycle, reduce rubbish and compost.

 

 

News Videos on Natural Disasters

Using the chrome books students were set the challenge to create a news video to explain how communities prepare and collaborate in times of Natural Disaster?
These two students created characters to show their research using Stupeflix.
PATRICK
“This term we have all been learning about natural disasters. We were asked to create a media piece. We chose an interesting natural disaster…. cyclones!!! Ciaran and I hope you enjoy this news report because we worked quite hard on it.”
http://patrickmsl.global2.vic.edu.au/

Madison, Jamie and Mia created an iMovie to help people understand how to prepare for a bushfire. It is very informative.

Yianni and Tully researched the impact of Earthquakes, what causes them to occur and how they affect communities. They suggest ways to prepare for earthquakes and what to do during an earthquake.

Welcome back to Term 4 –

Welcome back everyone to for the beginning of an exciting term. We are endeavoring to answer the question:
“How does knowledge empower communities to support and collaborate in times of Natural Disasters?”

Our focus in Inquiry will be on researching Natural Disasters within Australia and around the World.
Attività  Etna 11 agosto 2014
Creative Commons License Photo Credit: Mirko Chessari via Compfight

During this unit students will explore the way in which the earth changes especially the immediate changes seen in natural disasters. The students will develop understandings about the relationship between; earth (sea and land) and its atmosphere through scientific investigations. They will determine whether changes to the earth are geological or atmospheric, and establish some of the causes and effects of a range of natural disasters. They will investigate ways in which natural disasters may be prevented or managed in order to minimise damage.bushfire
Photo Credit: bertknot via Compfight

Passionate Class Discussions

I have set my self the goal of promoting Student Voice, within my class. I want to give students the opportunity to share their ideas, to listen to each other and build confidence in discussions. I also want to give every student the chance to speak, to show that all opinions and ideas are valued.
Today we began to share our ideas within 1 minute time frames, speed chatting, with 3 different people. The topic was ‘How do we promote a Cleaner and Greener Australia.’ The students had to put forward an argument that they were passionate about. The buzz between the pairs and passion in the discussions was fabulous.
After the speed chatting we moved into a circle with the whole class. Every student was invited randomly to share the ideas.
The level of engagement was fantastic. I was careful to include every student and model good listening with eye contact, empathy and encouragement. Even the quieter students were brought into the discussion with cold calling. There was no waiting for hands to go up. Ideas that were achievable were recorded so that action could be taken.
It was a valuable lesson, which not only gave every student an opportunity to be heard but also a chance to share their knowledge and learning from this terms inquiry.
I will be incorporating the speed chatting and whole class discussions more regularly into my planning.
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Some student ideas for taking action to promote a Cleaner and Greener Australia:
* write letters to the government to promote renewable energy
* reduce costs of solar panels to encourage everyone to use them
* set up connections with Coles Supermarkets and take-away venues to recycle plastic bags
* sign petitions for renewable energy use and limiting the use of coal
* using rubbish dumps for the methane gas to power electricity plants
* recycling, reducing and reusing old things

Hexagonal Thinking

At the beginning of Inquiry Learning this term we used Hexagonal Thinking to explain what we already knew about Science and Physics concepts. Things we didn’t know about were put into the parking lot and other topics and concepts were linked to show what the students already knew.
As we are now half way through this term, it was time to revisit the Hexagons and see if our thinking and understandings had changed.
It was awesome to see the groups rearranging, questioning and clarifying their ideas.
Many were surprised by what they had learnt and could now explain their new understandings.
LISTEN to the reflections on their learning!

Term 3 – Exploring Science

INQUIRY QUESTION : How does our knowledge and understanding of science improve our world?

By the end of the unit we hope the students will understand:

  • Light from a source forms shadows and can be absorbed, reflected and refracted
  • Electrical circuits provide a means of transferring and transforming electricity
  • Energy from a variety of sources can be used to generate electricity
  • Scientific knowledge is used to inform personal and community decisions
  • Providing and analysing data and information informs scientific knowledge and progress

Explore these websites and apps to discover more!

http://www.sciencekids.co.nz/physics.html
http://www.channel4learning.com/apps26/learning/microsites/E/essentials/science/physical/index.jsp

Oresome World

Magic Energy

https://www.originenergy.com.au/energyforschools/littlebigidea/

Health Expo

Health Expo on PhotoPeach
Rylee
Yesterday on the 24th June the Seniors presented all of their hard work on a part of the body. My presentation was on the eyes. I had been learning about the eyes over the past 3 weeks. Everyone put in a lot of hard work bringing in props from home or even going to the butcher to get a body part. Overall I had an awesome time and I hope that all the other students learnt something too.

Stephanie
I really enjoyed the Health Expo. It was fun to be able to teach the other students in the school about the body systems and organs. The other students asked challenging questions and they were really tuned in.

Matt
This term we had a health expo. It was fun as we presented lots of posters and some students brought in animal organs to touch and explain body organs. My research was on the heart. It is an involuntary muscle, meaning that it works by itself and it will never stop pumping until you die.

Amber
I feel that sharing all of our information with the whole school about the human body so that they can tell their friends and family also. What was even better is learning from each other.

Eden
It is important to keep our bodies healthy. It was great to learn about different parts of the body and to share it with the whole school. It helped me to understand the importance of a healthy body.

Chloe
I enjoyed having the Health Expo because I had the chance to find out what other students had learnt about. I enjoyed learning about the ear and giving people hearing tests.

Adam
I enjoyed doing the Health Expo because everyone’s research was all set up in the Discovery Centre. There were many different models and body parts. I also made a model of an eye out of playdough.

Madeleine M.
I like doing the Expo in the Discovery Centre because parents, teachers and other students came in for a look and learned about the body systems. We could share what we had discovered. I researched the muscles and found out that the average human has over 670 muscles.

Ruby
I thought that the Health Expo was a great experience to learn all about the Lungs. I learnt that the lungs can hold up to 2.5 litres of air which is enough to blow up a whole balloon.

Natasha
I learnt that your brain needs mental and physical exercise. I also learnt that when you sleep it boosts your brain power and you are able to remember things that happened in your past. I loved other people’s presentations and how they brought in things to do like puzzles and challenges. Some people brought in fruit and vegetables for healthy eating. Everything went really well and I enjoyed it.

Student Directed Learning

In groups we have researched and become experts on different body systems.
Each group presented their learning using posters, slideshows and oral talks, to share the new knowledge. Each group answered the questions:

  • What are the main parts of the system?
  • How does this system work?
  • How does this system contribute to the well being of my body?
  • How do I keep this system healthy?

Here is a snapshot of some of their outstanding work.

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Rich Inquiry Learning

This term the students delved into the Inquiry unit to discover “How can we work towards a fair and inclusive society?”
We discovered the History of Federation, Democracy, Rights of citizens, Voting and Immigration. We went on an excursion to Parliament House and found out how rights of people in Australia have evolved over the past 300 years.
Each student selected a topic or issue to research further and then presented it to the class. Using Google Drive each student shared their discoveries and deepened their learning.