T4 W2 Friday

Bible

Read, write and add the Bible verse 1 John 3:18 to our treasure verse ring.

Do a Graffiti Carousel* response to this question.

What does generosity do?

To do this, place a large piece of craft paper on each desk cluster (one page per desk). At the top of each page, write one area of life in which we can show generosity (e.g., generosity at school, generosity at home, generosity on my sports team, generosity at the park, etc.).

Students will roam freely and write specific ideas (through words, pictures, phrases, or symbols) on each paper using coloured textas to illustrate their answers to this question: “What does generosity do in this situation?”

On the teacher’s signal, students will move to a new piece of paper. Sample ideas: generosity smiles, generosity speaks kind words, generosity opens the door for others, generosity happily congratulates the winners, etc.

At the end of the writing time, students can stay at the final desk, and as a group, summarise the ideas noted there, and then report the list to the class.

Teaching Point: Generosity shows up as a lot of other loving actions, like kindness, respect, compassion, consideration, helpfulness, etc. The Holy Spirit is the One who puts into our hearts the desire to do generous actions. Reflect back on Treasure Verse A, Romans 5:5.

Read John 13:34 “So now I am giving you a new commandment: Love each other. Just as I have loved you, you should love each other.” (NLT)

Maths

Complete this Esti-mystery.

Number Sense Activities

Science - Indigenous perspectives

Complete Sun, Moon and Earth jigsaw activity from last week.

The teacher will share with you an Aboriginal story about night and day.

The story is available by clicking on the picture.

Light and shadowsLook at how a tree makes a shadow during a sunny day. Notice that objects always casts shadows that face away from the Sun. Examine how the shape and position of a shadow is related to the time of day and position of the Sun. Explore the shadows cast by different objects such as a bike, an umbrella and a child. Position the Sun to cast shadows at different angles and sizes. Complete pictures by positioning an object, a shadow or the Sun. This learning object is a combination of two learning objects in the same series.

Class Discussion –

Does your shadow move in the same direction as you do?
Are you joined to your shadow?
How can you make your shadow smaller/larger?
What do you think causes a shadow?
Does the moon cast a shadow to make night time?

The teacher will introduce our Shadow Assignment to be completed on a day next week (The teacher will choose a day where there is expected to be limited clouds in the sky) Start to fill out shadow introduction page

Before starting discuss as a class:

fair test/variables - must be done from exact same spot each time, etc.
You will be given a partner and will need to trace each others shadow.
After tracing you will need to measure and take note of the direction of your shadow.

Using ipads take a photograph of your shadow at 9am, 11 am, 1pm, 3pm.

Make results into a keynote page with the four pictures and the data discovered all on same page.
You will then need to include a slide that states what you found including what changed and what stayed the same.

As a class discuss:

What does this tell us about how night and day occur?
How can we explain shadows when teaching others about night and day?
Class discussion on what could be made/used to display this.

Conclusion:

-What does this tell us about how night and day occur?

-How can we explain shadows when teaching others about night and day?

-Class discussion on what could be made/used to display this.

EXTENSION - students summarise more space facts from the Starchild website below. Either gather more information on Earth, Sun and Moon from last week or research a Space phenomenon (There is much information on this website)

StarChild: A Learning Centre for Young Astronomers: https://starchild.gsfc.nasa.gov/docs/StarChild/StarChild.html

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