One afternoon as part of our integrated unit ‘Let’s have a ball!’ 3/4W were split into 4 groups and had a bowling experiment. We had to knock down three drink bottles with various balls in 5 minutes. Here are our results:
Stood behind the white line and put drink bottles on the yellow line. We used a plastic golf ball.
We knocked down three drink bottles 0 times in 5 minutes
Stood at the whiteline and put drink bottles against the green deck. We used a smaller than average size football.
We knocked down three drink bottles 0 times in 5 minutes
Stood anywhere and put drink bottles anywhere. We used a netball.
We knocked down three drink bottles 9 times in 5 minutes
Stood anywhere and put drink bottles anywhere. We used a rope soccer ball.
We knocked down three drink bottles 12 times in 5 minutes
Explaining our results
After the experiment, we tried to explain our results. This is what we came up with:
- The ball shapes were different and this meant that for some groups it was more challenging to hit the drink bottles. Some balls were also really light, like the plastic golf ball so this meant it was not heavy enough to knock the drink bottles down.
- Group 3 and 4 stood anywhere and this meant they could have stood really close to the drink bottles and it would be easier to knock down.
- Some people stood quite far away from the drink bottles like in group 1 and 2 and this meant they had to have really good accuracy to knock a drink bottle down.
- Group 1 had a plastic golf ball and it’s really small. This means that if you roll it to hit a drink bottle, it is very hard to knock it down. Bigger balls mean they have a bigger area to hit the drink bottles.
- All groups used different drink bottles and this means that some had water in it, some didn’t and some were half full. As a result, it was harder for some groups depending on the type of drink bottle they used.
Do you think this was a fair experiment? If not, what do you think would make this experiment fair?
This term the integrated unit for 3/4s is ‘Let’s have a ball’. This week we put on blindfolds and had to identify balls. We had to feel the balls and describe the texture and how they felt. The balls we investigated were: basketballs, soccer balls, downballs, tennis balls, golf balls, footballs and stress balls. Some similarities and differences we found were:
- Lots of balls had bumps
- Some were soft and some were hard
- Some could bounce
- Some were smooth
- Some were shaped differently
Some of the differences were because:
- The footy was shaped like an oval or diamond-like as you need to have better grip when you pass or kick it.
- Lots of balls had bumps because in a lot of sports you need grip to shoot, pass or kick.
- Downballs are smooth because you don’t really need grip when you play the game and it makes it bounce higher.
Can you name your favourite ball and describe why it is that way?
Welcome to Term 3! We have so many exciting activities planned for this term including:
- Woodwork incursion
- 3/4 camp
- Coding sessions
- Science incursion
In the holidays, I went to Alice Springs and visited Uluru, the Olgas and King’s Canyon. The weather was lovely, sunny in the daytime but rather chilly at night! My highlight would have to be King’s Canyon and hiking in the dark to see the sunrise. At first it was so dark climbing up to the top that it was difficult to see, but the sun slowly peeked its head and lit up the entire canyon. It was spectacular.
What are you looking forward to this term and why? What were some of your holiday highlights?
This term, 3/4W have had a super term doing so many different activities. Some of our highlights included:
- Cross country because you got to do your personal best.
- PE playing the Star Wars game because we got to verse one another and this was a lot of fun.
- Science incursion with Rick in the hall because we learnt new things about science including sound and vibrations.
- Fizzics incursion because we got to see a fire made from flour, air and heat.
- Running club because you could improve your running around the school by beating your personal best.
- Presenting on a natural disaster because we used our creativity and it was fun.
- Using hexagons to connect our learning for integrated unit on natural disasters because we found out that a lot of things we learnt were linked.
- Writing our persuasive pieces and finding a powerful image to match it because it was great to see how people used different persuasive devices.
- Coding because you get to make new games and learn new things.
- Learning about data and graphing because it is interesting to compare results.
- Knitting club because we got to learn a new skill and make scarves for people who don’t have that much money.
- Our blog because we got to write posts and reply to one another.
- Reading groups and making an ad for the books we were reading.
What did you enjoy or find the most interesting this term? If you are not in 3/4W, what do you think sounds the most interesting?
This term 3/4W went on an excursion to Scienceworks located in Spotswood. Some of our highlights were:
- Visiting the planetarium and seeing the movie where we saw the night sky and the movie Tilt. We learnt why we have seasons on earth.
- Learning how big our earth is compared to the sun. If the sun was gym ball, the earth would be a tiny bead.
- The Think Ahead exhibition where we learnt about the future. Some things we saw were video games that were controlled by your hands, things were controlled with your eyes, how to be eco friendly, what the past, present and future looked like.
Here are some of the future cars we designed at Think Ahead:
What was your highlight at Scienceworks and why? What questions do you have about 3/4W’s highlights?
This term, 3/4W have been learning about persuasive writing. Guess what A FOREST is? A FOREST is a way to remember to include persuasive devices for the arguments part of your persuasive writing. See below to see what A FOREST stands for:
Alliteration: for example, homework is stressful and silly.
Three – rule of three. For example dogs are playful, cute and cuddly.
Everyone worked in groups to make a persuasive argument video that included: a linking word, the topic sentence, evidence and devices from A FOREST.
This is a video we made with arguments.
Please watch our videos. Did you like our videos? If so, why? Can you also identify which parts of A FOREST were used?
Welcome to 2016! I am very excited to be your teacher this year and am looking forward to teaching and learning with you in all different areas.
We have many different things to look forward this year including:
- Our integrated unit ‘Deciding Together’
- Year 3/4 camp
- Athletics Day
- Year 3/4 Dance Drama
This year we will be going to so many different places with our learning. One of my favourite Dr Seuss books has a lovely quote:
What else are you looking forward to this year and why?
Who knows much about Indigenous people and culture? If you’d like to find out more, read on.
On Wednesday 18th November, 3/4 students were lucky to have Uncle Bill, an Indigenous elder, visit our school. He was called ‘uncle’ out of respect and he is an elder because he is one of the oldest in his skin group.
Some of our highlights included:
- Having the smoke ceremony. This is where Uncle Bill made a small fire and then put eucalyptus on top and 3/4s got to walk through smoke. This is done to welcome a new group and in Indigenous culture, they also snap spears and use water to welcome people.
- Finding out that Indigenous people used possum skin for balls (footballs)
- Finding out Indigenous people used fibres from trunk of trees to make nets to catch ducks.
- We learnt Indigenous people threw one boomerang which looked like an eagle so ducks would head downstream into reeds so other Indigenous people could then catch the ducks. There were two nets tied to each tree.
- We learnt that boys would hunt and girls would get the food.
- We learnt about different Indigenous skin groups. A skin group is how people notice what and who is in your family.
- There were also totems that represented different animal groups such as eagle, tiger snake and crow.
What else do you know about Indigenous people? Have you ever met an Indigenous elder and what did you learn about them?
This term we have been learning about addition and subtraction strategies.
In addition, some strategies we have been practising are:
- Bridge to ten – where you add to the closest ten
- Using the algorithm where you add the ones first and you might need to rename.
- Splitting a number into an easier number to add. For example splitting a number into tens and ones then adding them together.
- Using the number line to add easier numbers.
- Counting on by ones
- Skip counting by 2s, 3s, 4s and so on.
In subtraction, some strategies we have been practising are:
- Algorithm where you take away the ones first and then you may need to rename.
- Counting backwards by a counting pattern
- Adding on from a smaller number
- Using estimation to check our answers
- Taking away the ones and then tens
What other strategies do you know? What else do you know about addition and subtraction? How might you use this in real life?