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.

Scratch Day (14th May) is a global network of events that celebrates Scratch — and the young people who code and create with it. During Scratch Day, children and adults gather to share projects and learn from one another. Our class is signed up to be part of this event. Our class have used Scratch this year to write stories, learn about co-ordinates and angles AND learn to code to make some fun games. Check out our posts, play the games and please leave us a comment. Nicole's Pong Game Who doesn't like to play with a ball and water?? And who doesn't want fish to play with a ball?? Alicia's Pong Game Hailey's Pong Game Eliza's Pong Game You should play my game because it is in a bedroom and who doesn't like playing in a bedroom!? So you should also play my game because it can make you feel relaxed. George's Pong Game Taylor's Pong Game Mollymoon's Pong Game Yi Lei's Pong G...

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 Yi Lei, Sonita and Rick

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

The author come to visit The author's name is  Mr. Bernard. He live in Australia. He made lot of books and he is very funny. Mr. Bernard came for book week.

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

Welcome back to term 2! I hope you all had a relaxing break. I math we have started the term off by revisiting 2D shapes and learning about 3D shapes. We have identified the names of 2D and 3D shapes, and the properties of 3D shapes. Before the break we looked at 4 different pieces of art and wrote down the different shapes, angles and lines we could see in the art. We have explored the 2D and 3D shapes we have in the classroom. Students have created their own pictures, made patterns and looked at how joining shapes together can make a new shape.  We made 'clue bags' for 3D shapes. The students listed clues about a shape on the front of the bag and the rest of the class were able to guess the 3D shape. We made 'What does the SHAPE say' sheets. Students chose four 2D or 3D shapes and listed the attributes of each shape.  We completed Mathletics activities on shape. In math we will now begin to inquiry into telli...