Ms Courtney's Class

Students used their knowledge of the elements of music from their last unit and applied them to movement.  They chose a song and style of dance that they liked and tried to show a variety of movements that fit the music.

We went to Moo Moo Farms to learn how cows get milked. There was a tour guide named Mr Kenneth. - Jasmene  First, we went on the bus and the bus driver drove the bus to Moo Moo Farms. When we arrived there we had to listen to the man and we were not allowed to touch anything. - Vathanak Next, Mr Kenny told us things about the farm. Then he led us into the farm. - Josiah The guide took us to see the female cows that were eating corn, grains and wheat. After that we went to the baby cows, they were eating grains. There was nine of them eight of the baby cows were male and one of them was a girl. - Tashi After we went to see how they milk the dairy cows. - Eliza There were these tubes they put on the cows teats and the tubes suck the milk. Mr Kenny said that when the cow have their calf they could produce milk. he even told us that cows love grains. - Nicole The milk is from the mum because the mum has mil for her baby. The calves love milk like babies ...

Student explored the elements of music, such as tempo, pitch, dynamics and duration, to create a piece of music that would allow the audience to have an idea, feeling or story.  They started to work on this individually and later some students chose to work collaboratively.  Here is their final composition.

G2 Art-Unit 2- Nature and Architecture We observed shapes in architecture and shapes in nature.  We investigated the functions (purposes) of nature and architecture.  We used our imaginations and feedback from friends or family to draw and build architecture inspired by nature.  Here is my artwork: G2 Art- Unit 3- Finding and Making Meaning in Abstract Art We found shapes, colors and lines in abstract artworks.  We discussed our experiences and emotions connected to the colors, lines and shapes.  We used this to guess the meaning of abstract artworks.  We sorted abstract artworks to explore how some are “a little abstract, very abstract or not abstract”.  We also made abstract artworks about ourselves for others to interpret.

Reader's Theatre by Josiah, Giulia and Jasmene

Today students spent time using craft sticks to create groups of numbers. This is part of developing their understanding of the concept of multiplication. 3 groups of 10 is 30 15 groups of 2 is 30 5 groups of 5 is 25 5 groups of 5 is 25 9 groups of 3 is 27 5 groups of 6 is 30 6 groups of 4 is 24 10 groups of 5 is 50 7 groups of 4 is 28 5 groups of 10 is 50 2 groups of 6 is 12 5 groups of 3 is 15 4 groups of 8 is 32 24 groups of 4 is 96 3 groups of 9 is 27 16 groups of 2 is 32 4 groups of 11 is 44 20 groups of 4 is 80 4 groups of 100 is 400 100 groups of 1 is 100 15 groups of 2 is 30

We started looking at our next unit of inquiry this afternoon. Six teachers brought three artefacts that represent something about them to school and the students had to guess which artefacts belonged to each teacher and why. The students demonstrated some excellent thinking and reasoning skills trying to guess which table belonged to each teacher. Can you guess which teacher the artefacts belong to?  The teachers are Ms Anita, Ms Karyn, Ms Tatiana, Ms Leigh, Ms Dana and Ms Courtney.  Table 1 Student guesses:  Ms Anita - she always dresses up - Yi Lei Ms Leigh - because she is the music teacher and the ear muffs are headphones - Nicole Teacher 2 Student guesses:  Ms Courtney- I think the sweater fits her son. - Eliza Ms Anita - because I know that Ms Anita has a son - Xander Table 3 Student guesses:  Ms Tatiana - She's wearing the same clothes - Josiah Ms Courtney - because she wears skirts everyday - Jasmene ...

The integrated language genre for this unit is persuasive writing. We have followed the writing process to complete a persuasive writing piece. The first part of the process was encouraging to chose a side for different statements and be able to justify their reasons. Students then chose a statement to write about. Students worked in groups to find three or four different reasons to support their opinion.  The next step was to complete a draft in their writing books. Once this was complete students self-edited their work, then had it checked by a teacher. Once this was complete it was time for them to publish their writing. We used Google Drive on the iPad's and the computers in the lab to do this. The complete process is in the students portfolios. I am looking forward to seeing you next week at the 3 way conferences.  References: http://www.mpmschoolsupplies.com/p-16467-the-writing-process-small-chart.aspx