Conflict Unit

We are learning to understand that:

• there are many perspectives and types of conflict
• there are a variety of ways to deal with conflict

We will know we can do this when we can:

• use several strategies to make an \"I feel... when you...\" statement during conflict and know when and why to use them.
• teach others to make an \"I feel... when you...\" statement during conflict.
• act as a role model for others to help them make an \"I feel... when you...\" statement during conflict
• seek feedback on how to improve making an \"I feel... when you...\" statement during conflict.

Pou said, " I can say  I feel sad when you  laugh at me so what I would like is for you to say I'm sorry."

Self Portrait in the style of Matisse

We are learning to draw self-portraits in the style of Matisse.

We will know we can do this when we can:

Use bold colours and patterns in a background

Draw a black line around the outside of self-portrait to emphasise colour

Include all facial features

Draw and correctly place all facial features

Begin to show other facial features such as eyelashes and earrings

Pou said, "I like my picture because it's colourful.  My next step is to change my background."

Recount

We are learning to recount events that happened in the past.

We know we can do this when we can:

Follow the Writing Process

Have a title

Write: an orientation telling when, who, what and where the event happened, a     sequence of events and a personal comment to conclude the recount

Use the past tense

Use a lot of different descriptive words to make our recount more interesting

Start my sentences in different ways

Next Step:  Compete the writing process by editing for full stops and capital letters and then publish my own work.

The Snowy Dragon

By Pou

My toes were numb and icy.  Whoosh went the wind.  Dragon smoke came out of my dragon mouth. My ears felt numb too. My nose was frozen.  I could see snow coming out of the sky.  The clouds moved slowly like snowflakes.  Black tree branches reached out into the sky.  I opened the back door of my house and went inside.  After that I had a warm milo.  It tasted nice. It was a great holiday.

Topic - Venn Diagram

Change - Plants and Seeds

We are learning to understand that:

Scientists follow a specific process and ask questions that lead to investigations.

Plants need many things to move through the life cycle.

We will be able to:

Show the life cycle of a plant.

Label the parts of a plant.

Classify objects using a Venn diagram

We will know we can do this when we can:

Draw pictures that depict the life cycle of plants.

Understand and describe how plants make their own food from water, air (CO2) and sunlight (photosynthesis).

Sort and classify leaves into categories of our own making and independently represent these in a Venn diagram.

Pou said, " I put fat and spiky leaves into the diagram. My next step is to put skinny and spiky."

Narrative

Narratives- Fractured Fairy tales

We are learning to write a fictional narrative by adapting a fairy tale.

We will know we can do this when we can..

Follow the Writing Process – planning, draft copy, editing and publishing

Have a title

Write three paragraphs: an Orientation, a Complication and a Resolution

Write in past tense

Use direct speech (dialogue)

Use onomatopoeia, questions and similes to create pictures with words and build suspense

Next Step:  Write longer stories.

Statistical Investigations

WALT: collect data, construct a graph, and discuss the results.

Success Criteria: I will know I can do this when I can:

·      Know what data is

·      Pose questions for investigation

·      Collect data

·      Use tally marks

·      Make a pictograph

·      Make a bar graph

·      Ask and answer questions about the graph

Pou said, “I asked what new sports should we learn at Oaklands School? My graph shows 11 want to learn gymnastics, 6 archery, 5 T ball, 1 golf and 1 ice hockey.”