P4

Today we logged into the new GLOW for the first time.

We learned how to add an app to our launhpads.  The app we added was VMe Avatar.

It was fun making up the avatars.  We learned how to take a screenshot and add the avatar to the desktop.

We then learned how to upload files onto our documents section.  We uploaded our avatars and a document we had been working on for literacy.

Max: I would like to now post my own blog post on the class blog.

Lorna – I would now like to add more apps to the launchpad.

Hannah – I am looking forward to using our ePortfolios now that we are logged into Glow.

Jordan – I enjoyed doing the avatars the best today because it was fun.

Today we are starting a block of work on shape.

Here is what we already know about shape:

Aimee:  I know there are 2D shapes or flats shapes and 3D shapes or solid shapes.

Max – A hexagon has 6 sides.  It is a 2D shape.

Lewis – A pentagon has 5 sides.  It is a 2D shape.

Kara – A cylinder has 3 faces.  It is a 3D shape.

Lorna – 2D shapes can only be flat. You can’t really make dough models out of them

Cole – A decagon has 10 sides.  It is a 2D shape.

We found a baby slug!

Kara – Today we worked with a partner to dig a hole to put a container in so that we could find some more bugs.  It was difficult to dig as we needed a deeper hole for our medium sized container.  We are going back out after an hour and a half and I hope to find more bugs and slugs in our container.

Taylor – It was difficult to dig the hole as there were lots of roots.  We had a smallish container.  I think we might get a lot of bugs.

Lyall – Fraser and I thought it was hard to get the container in right even though it was small.  We weren’t sure if it was going to crack.  I hope to find quite a few different kinds of bugs later.

Cole – Holly and I had trouble finding a place to dig a hole as there were lots of roots.  the teacher helped us to find a good hole.  The further we dug the harder the groun

As part of our experiment.  We are leaving the bugs for 10 minutes, then an hour and a half, then overnight.

We will update you with our findings tomororw

Today we have been looking at bugs.

We are doing a science experiment and we have been thinking about what things might change the amount and type of bugs we can find.

Keavie: We made predictions about what will happen when we change the size of the item we use to catch the bugs with.

Aimee – We started our science report and we chose which variables we would change and what we would keep the same.  We decided to use the same equipment for the same types of bugs but we would change the size of the equipment.

Hannah – Abbi and I found bugs and we put them in the visualiser so everyone can look at them.

We have just been outside to look for bugs.  We left the equipment outside and we are just about to go back out.  We will see if leaving it for longer means more bugs are collected..

Max: I found looking at the flying bugs tricky as they wouldn’t stay still for me!

Lorna – It was very hard to see the tiny bugs and sometimes bits of tree looked like bugs but they weren’t.

Lewis – Jake and I put our mat under the bush but we kept on shaking it so nothing was on it.  When we go back out we hope there are more bugs on it.

Photos to follow!

Yesterday we blogged about rounding up and down to the nearest 10 and said that we would find out if our rules applied to rounding to 100s.

Today we checked and then made up rules for rounding to the nearest 100.

We found out that when rounding to the nearest 100 it is not about the units it is the tens which are important.

It is the same rule but you apply it to the tens digit rather than the units.

So, if the number has 0,1,2,3 or 4 tens you round down.  If it has 5,6,7,8 or 9 tens you round up.

Here are some of our thoughts from today:

Jake:It is always the second digit from the left which is important when you are rounding.  So, when you are rounding to the nearest 1000 it is the 100s digit which is important.

Keavie: We played a game about rounding to the nearest 100 and we did very well with it.

Lorna: When rounding to the nearest hundred the 10s unit tells you whether to go up or down to the nearest 100.

Today we were rounding numbers to the nearest 10.

Here are some rules we made:

If a number ends in 5 you round it up to the nearest 10.

If a number ends in 6, 7, 8 or 9 you round it up to the nearest 10.

If a number ends in 1, 2, 3 or 4 you round it down to the nearest 10.

Abbi – I found this really easy.

Lorna – Our next step is rounding to the nearest 100

Lewis – This was really easy.

Angus – I found this easy and fun.  I had to use my addition and subtraction skills to work out which 10 was the closest.

We are going to test our rules for rounding to 100s and see if they work or if we need to change them.

Check back to see how we get on rounding to 100s.

Today we have been doing a visualisation task on our group readers.

I liked drawing the picture but finding the clues in the book was a bit tricky.  by Keavie

Next time maybe we will work more independently.  We shared our clues as a group yesterday so that everyone had some ideas.  By Primary 4

We think that we did good notes from the book to help with the picture.  Next time we want to try to be more independent without the teacher helping us so much.  By Primary 5

Look at some of our photos.

This week has been Literacy Across Learning Week.

We have been learning about the artist David Hockney and his life and work.

Brooke: I enjoyed writing the biographies.  It was fun because I liked writing about myself.

Lewis: I enjoyed getting messy with the soft pastels.  I found out that they were good to smudge and blend.

Aimee:  I have learned how to print with paint.  We used card and dipped it in yellow paint then used the edge of it to make straight lines on our pictures.

Cole: I enjoyed drawing the plants with the soft pastels.  I learned that it is quite hard to use the soft pastels.  It is hard to stay in the lines as they smudge very easily.

Jake: We found drawing the tablecloth difficult as we had to make different patterns and trying to do this was kind of tricky.

Lorna: It was hard when using the soft pastels as sometime they snapped and they smudged with other colours and made different colours.

Lyall: I learned that an autobiography is about yourself and  in the first person as it is about you.  A biography is about someone else and written in the third person because you are talking about someone else and you are not actually there.

Today we have continued our work on area and perimeter.

Primary 4 have concentrated on area while P5 have included some perimeter in their work.

Here are our thoughts…

Jake – We have drawn shapes on dotted squared paper. I found it easy to draw the shapes to the correct size.  I would like to move onto finding out about the perimeter of shapes next.

Carmen – I think finding the area of a shape is quite easy.  I just make lines on the shape and then count the squares.  I would also like to find out more about the perimeter of shapes.

Hannah – I enjoyed putting down our square metre and finding out how many objects we could fit into it.   We managed to fit 4 chairs into 1 square metre.  Finding the perimeter of the shapes was trickier so i would like to practise this more.

Kara – I found it tricky to find the perimeter to start with as I was counting the squares for the area but a friend showed me how and now I understand.

Please look at the photos of the fun we had with area and perimeter today!