Monday 25th May
Monday 25th May
The Legend of Sina & the Eel - Samoan Language Week Story of the Coconut
What am I learning?
*to come up with my own ending to a story.
How can I make sure I am successful?
*I listen and watch the youtube video
*I think about my own ideas
*I use them to create my own ending
Activity description/steps:
Watch the legend of Sina & the Eel on youtube.
Be sure to stop the video at 2.08
Discuss the events in the video so far, discuss the storyline, do we see similarities from other polynesian myths or legends?
Watch it one more time.
Brainstorm & Model writing, a new ending on the board.
Send confident students away to start.
Work with students requiring additional scaffolding on the mat.
Allow students to write.
Watch the ending together as a class.
Students to share their own ending with each other.
Extras for early finishers:
Write your own small story, myth or legend
Youtube/Drive/PDF links:
Archaeology - Dinosaur Artefact
What am I learning?
*To understand what an archaeologist does for a job
*To design my own dinosaur artefact
How can I make sure I am successful?
*I have shared with someone what archaeology is
*I have created and artefact profile for a dinosaur that once lived
Activity description/steps:
Watch this video explaining what archaeology is.
Discuss with the people around you what it is.
Think about and create your own dinosaur who lived a long time ago. Use this Dinosaur Profile to create a profile for your dinosaur based on the findings from the footprint.
Then design the footprint of the dinosaur that an archaeologist might find.
Label the artefact to show the different parts.
Extras for early finishers:
*Write an information report about your dinosaur.
Resources:
Youtube/Drive/PDF links:
Peanut Butter and Jam Programming
What am I learning?
*to understand the importance of clear commands when programming.
*to understand debugging when creating programming code.
How can I make sure I am successful?
*I will collaborate with my group.
*I will write instructions for making a sandwich.
*I will consider how to improve upon my instructions. *I will reflect on
my programming.
Activity description/steps:
Start by asking students in table groups to write down instructions for making a peanut butter and jam sandwich. Don’t prompt them any further.
Choose a student to help with a demonstration in front of the class. The purpose of the demonstration is to let the students discover how specific a computer programmer must be when programming a robot to do a task.
Teacher will play the role of a robot, and the student will play the role of a computer programmer. Ask for one group's instructions to read. The programmer must verbally instruct the robot to make a peanut butter and jam sandwich - the robot interpreting the instructions in their most literal sense.
It is likely that this will not result in the perfect sandwich.
Introduce the concept of ‘debugging’. What needed to be done differently to make it work. Ask for a new set of more specific instructions.
Students go back to their groups and refine their instructions.
Continue this process of making and debugging with a new programmer (and if you want, a student to be the robot), until the sandwich can be made successfully.
After all the peanut butter is cleared away, talk about the experiment. Have students discuss ways to make it easier to program a robot.
Can the position of words in a sentence change the meaning in a sentence? (grammar) For example: “How many sandwiches are left on the table?” vs. “How many sandwiches are on the left of the table?”
Did the robot understand the words the programmer used? What other vocabulary words could the programmer have used?
What could you do to make sure the bread wasn't damaged by the robot?
If you had to make 100 sandwiches, how would make sure the robot was
putting the same amount of peanut butter on each sandwich?
What would happen if the peanut butter or bread ran out? Would the robot stop
or keep going?
Are there some activities that require a certain sequence or order?
Extras for early finishers:
Look into flowchart symbols. Students write their own instructions for peanut butter and jelly using flowchart symbols.
Resources:
1 jar of peanut butter and 1 jar of jam (or anything else that could be put on bread)
2 slices of bread
1 blunt knife
Youtube/Drive/PDF links:
TEACHERS - If you’d like to watch how this experiment goes before you try it - check this out
Remember to check out the learning channel TV2+1 on Freeview, and channel 502 on sky!