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What are we all doing for tuning in exactly?  Oranges?

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What are we all doing for tuning in exactly?  Oranges?

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Stand Alone PSPE fit in?
Book Week to fit in?
Maybe this week fit in outside group activities (Get into groups, problems solving etc) and that will cover that direct PSPE. Then have a couple of Fridays for Book Week and then start Stand Alone PSPE??

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Could we get some links for the Come Outside clips here?

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Could we get some links for the Come Outside clips here?

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I have some farm contacts from Angel if we want them?  To discuss...

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I have some farm contacts from Angel if we want them?  To discuss...

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For week 2 research of TD theme and word search use Brain Pop and Food match Melanie knows the spot

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For week 2 research of TD theme and word search use Brain Pop and Food match Melanie knows the spot

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Hayley to chat to Cathy about using library lessons to discuss library systems

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Hayley to chat to Cathy about using library lessons to discuss library systems

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Knowledge Constructor: 3A: Students use tools and resources to find information on topics of interest

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Creating a letter using our bodies  in groups of 4 / 5

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Research for the meaning of the words - System, role and responsibilities. Following initial unpacking of the words, the students can look up the meaning of these words in dictionaries, iPads, etc and construct their own understanding with written thoughts or drawings. 

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Research for the meaning of the words - System, role and responsibilities. Following initial unpacking of the words, the students can look up the meaning of these words in dictionaries, iPads, etc and construct their own understanding with written thoughts or drawings. 

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This is another format of pre assessment using the book "Something Good" by Robert Munsch as a provocation.

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https://www.youtube.com/watch?v=Gug6P8l1q6c

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Hi everyone,

http://www.maths300.com/
username: 120109
password: maths0056

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Halloween Themed Brain Breaks Like Baby Shark

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Halloween Themed Brain Breaks Like Baby Shark

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https://www.youtube.com/watch?v=Ql3mSTzEqHU

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We have spent 2 weeks inquiring into throwing and catching. Throwing for different purposes and catching different types of balls/objects. We would like to share with you the framework that we are using to explore the following Key Concepts:
We are using FORM and FUNCTION to develope Techniques, we are taking the concept of CHANGE and applying it to the notion of improvement...later on in the unit we will start applying the concept go CONNECTION as we unpack the similarities and differences in the skills, rules, and big ideas between simple throwing and catching games.

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This is the chant/poem we are learning for this unit.

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We have taken the skills of throwing and catching and incorporated them into simple games. This has proven to be quite a big step for the group as a whole -  essentially because there are so many things going on at once.

Students have to 1) become comfortable and understand the of a game, then 2) identify the skills that are incorporated within it, and finally 3) work at developing these skills within and with-how to best the game. The group as a whole do not process these 3 steps at the same pace, at the same level and in that order. Our focus on CHANGE (improvement) and active reflection have proved valuable ways to keep the students engaged in this GOING FURTHER and MAKING CONCLUSIONS part of our inquiry.

Our summative assessment for this unit requires the students to identify their own competency levels for throwing and catching different objects in simple activities – Karen and I will be looking at how well they use these within games situations. Additionally we will ask the students to describe common and different techniques (FORM + FUNCTION) giving rationale where required, for throwing and catching within a game context. Our focus over the next few weeks is less on the Identity and Interactions part of our scope and sequence and more the Active Living as we look at form, function, and change of these 2 skills.

If you have opportunities to discuss, make links to, unpack, or even just point out FORM, FUNCTION and CHANGE then this will assist with building that language and conceptual understanding a bit.

Regards Kit and Karen