Jingle Bell Rock

http://www.youtube.com/watch?v=itcMLwMEeMQ

JINGLE BELL ROCK

Looking like little cherubs.

Jingle bell jingle bell jingle bell rock ( guitar)

Jingle bells swing and jingle bells ring (swing bells)

Snowing and blowing up bushels of fun (blowing snow)

Now the jingle hop has begun (hop)

Jingle bell jingle bell jingle bell rock ( guitar)

Jingle bells chime in jingle bell time (swing bells)

Dancing and prancing in Jingle Bell Square (horse)

In the frosty air (double wave)

What a bright time it's the right time (double wave)

To rock the night away ( push)

Jingle bell time is a swell time (swing bells)

To go gliding in a one-horse sleigh (horse)

Giddy-up jingle horse (horse)

pick up your feet (put your feet up)

Jingle around the clock (turn around)

Mix and a-mingle in the jingling feet  (lick lollipop)

That's the jingle bell rock (guitar)

Jingle bell jingle bell jingle bell rock ( guitar)

Jingle bells chime in jingle bell time (swing bells)

Dancing and prancing in Jingle Bell Square (horse)

In the frosty air(double wave)

chorus:

what a bright time is the right time (double wave)

to rock the night away (push)

jingle bell time is a swell time

to go gliding in a one horse sleigh (horse)

giddy up jingle horses (horse) pick up your feet (put your feet up)

jingle around the clock(turn around)

mix and a mingle in the jingling feet (lick lollipop)

that's the jingle bell (pointing)

that’s the jingle bell (pointing)

that’s the jingle bell rock! (pointing and rock pose)

How The World Works - The Universe

Unit of Inquiry : How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Central Idea :
The Earth is surrounded by a vast interconnected universe that can affect our survival. 

Our Lines of Inquiry

The characteristics and positions of planets in our solar system

• How are the planets linked to others? (connection)
• What are stars, planets, galaxies and satellites (form)
• Can planets and stars change? (change)
• Has the solar system changed over time? (change)

The technology we use to explore space

• What technology is used to explore space?
• How do we use space technology here on Earth? (function)

Reasons for space travel

• Why do people travel into space? Is it worth the effort? (connection, reflection)

The Central Idea

Piecing our central idea puzzle together. A good way to engage students from the start.

We began creating mindmaps of what we knew.

Sharing our mindmaps

Modelling a class mindmap

Preparing Our Wonder Wall - Ready for the next unit....

Our Central Idea:

The Earth is surrounded by a vast interconnected universe that can affect our survival.

Before inquiring into this unit we brainstormed all we already knew about space and then developed a range of questions we were interested in finding answers to. The range of questions was amazing. The questions also give us an insight into children's current level of understanding.

Sorting our questions

IT Class

Information Technology

We have been using technology to create electronic portfolios or records of our work over time. This is an important way to develop a real need to understand various programs as well as reflect on our work.

I was making a page for the blog.

We put our photo and addedsome information about ourselves.

Understanding Place Value

Understanding Place Value

One of the most important concepts that children need to understand deeply is the concept of place value.

Place value is much more than just locating hundreds, tens and ones and placing a value for each number.

For children to develop a deep understanding of place value they also need 

to understand that 10 is both 10 ones and 1 ten.

For example in the number 38. The value of the 3 in this number is 3 tens or 30 ones. 

In this activity, the children are using their hands/fingers to make the concept of place value visible. It is not about counting with your fingers one by one, but showing groups of tens and ones.

The children are representing different numbers by working together to show the groups of tens and ones.

Together the children represented the number 34: 3 tens and 4 ones
OR
34 ones.

Representing numbers visibly helps children to move beyond
counting one by one on their fingers.

This learning will be effectively applied when working with much bigger numbers in the 100's and 1000's. We need to know about the nature of numbers so that we can mentally manipulate any numbers, no matter how large.

Representing numbers using the blocks

The number expander

Using the interactive display to manipulate number blocks electronically.

Learning about suffixes

Why are suffixes so important?

Understanding the different types of suffixes, and how and why they are fixed to bases to create new words, is an important part of understanding how the English spelling system works.

In this activity we built a list of different suffixes by identifying them in words, from a variety of books. The children had to prove that the sufffix was a 'real suffix' by building a word sum to demonstrate their thinking.

For example: <action>

• In <*ac + tion>, <tion> is not a real suffix because <ac> is not a base (it doesn't hold any meaning); but
• in <act + ion>, <ion> is the real suffix because <act> is the base and holds the meaning.

When the children had gathered a number of real suffixes we played a game to show that there are two different types of suffixes.

As the children shared the suffixes they discovered, I sorted them into two groups. The children's task was to think about and reflect on why I had sorted them into these two groups. 

• One group of suffixes started with a vowel letter: <-ed> <-ing> <-er> <-y> <-ion> 
• The other group of suffixes started with a consonant letter: <-ment> <-th> <-ful>.

The children discovered there are vowel suffixes and consonant suffixes!

The vowel suffixes are often called 'interesting suffixes' because they might cause a change to a base:

love/ + ing--> loving

The consonant suffixes are often called 'boring suffixes' because they don't make any changes to the base:

love + ly --> lovely

We are gathering and proving different suffixes.

The children had to think about why some suffixes
were placed on the left column while others were placed
on the right column.

Here are some word sums for your family to work on together. Remember to think about any changes to the base!

love + ed --> 
move + ment -->
move + ing --> 
like + ly -->
like +ed -->
nice + ly -->

Near 20 - Maths Game

'Near 20'-A maths game to develop quick mental thinking!

How to play:

1. Use a deck of cards with numbers from 0-9.
2. Each player receives 5 cards. 
3. Each player chooses 3 of the cards to make a total as close to 20 as possible.
4. The players' score for the round is the difference between 20 and their combination.
5. At the end of each round the players discard the cards used and collect new ones for the next round.
6. The players keep a score of their differences on a 'Near to 20' recording sheet.
7. The lowest score after 5 rounds is the winner!

Maths games are fun and motivating and they provide many
opportunities to practise and consolidate important maths strategies.

Questioning, problem solving and reflecting are important skills
that are used throughout these games.
How can I choose a combination of numbers
that could be closer to 20?

Using effective mental strategies, like bridging to 10 and doubles,
strengthens children's deep understanding of
mathematical concepts.

You can play this game very easily at home by creating your own recording sheet and using numbers from a deck of cards. Ask your child to explain the game to you.

Understanding why maths learning looks different in the 21st Century is important for us to know. Please read this short article, published by the NCTM (National Council of Teachers of Mathematics) which describes some changes in maths teaching and learning.

Art - Charcoal Drawing

We used charcoal to do large scale portraits on paper. We experimented with different types of lines and smudging to get different effects. Our portraits are on display in the library.

I was drawing my teacher. I used charcoal as
 my drawing tool.

I drew my friend and my hands got black
because of the charcoal.

I made a picture with charcoal. I learned
that charcoal is similar to crayon but they
are black.

It is a Koala Man. He has big ears. 

It was my teacher's face that I drew with charcoal.

This is my charcoal drawing and I put the eye
on top of the nose. Funny...haha..

I drew a face of my best friend in the classroom.

A large scale portrait.

Lung Model

We made a working model of the lungs showing how the diaphragm pushes air from our lungs. We then wrote up a series of steps to make it.

Cow's Heart Dissection

What sort of apron do you wear in the kitchen?

We spent an afternoon dissecting a cow's heart and investigating the various parts we could find. We were able to see the valves, aorta, atrium, ventricles and the "heartstrings" which were really tough tendons. Enjoy the comments made by our students.

I was so curious of the cow's heart.

I am ready with my plastic gloves and glasses.

I looked at the cow's heart. It felt gross.

I wonder why there is a string stuck to the heart?

I will cut the heart..I felt a little bit scared.

I felt sick before dissecting the cow's heart because I thought there would be blood splashing.

Barrett has a theory that these words might be related.

I am so curious now...

This is what it looks like inside the cow's heart.

The heart is not soft. It is a muscle so it is hard.

In the end, we are drawing the heart.