Tag Archives: Topic

P5S – The River Clyde Home Team Challenge

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This term our main topic will be the River Clyde which we will learn about along side our Clyde in the Classroom topic.  I am really looking forward to combining these two topics this term. We have lots to learn!

Today we formed our new topic groups using our Talking Chips cards. We then shared our combined knowledge on these topics and what we would like to to learn using our KWL grid.

Our next task was to complete our Home Team Challenge by choosing a group name and design to go with it. I have to say, we have some very interesting group name choices this term! The skills and qualities you will bring to your new group were also shared.

Here are a few photographs from this today’s session.

P7M Robert Burns Team Task

This morning we completed the first part of our Robert Burns topic. We had to work together to display Robert Burns’ name on the classroom floor. The only resources we had were ourselves! The time limit was 20 minutes.

Learning Outcome

By investigating a Scottish historical theme, I can discover how past events or the actions of individuals or groups have shaped Scottish society.  SOC 2-03a

The higher order thinking skill was synthesis: I can work successfully with others using organisational tools to complete a task in a given time.

After Lucy and Morgan took turns to read out the task sheet, you jumped up and started moving the tables to create a space on the floor.  It was so hard for me to stand back and watch you without answering questions or giving suggestions but there was a lesson to be learned! Here is what I saw and heard during the twenty minutes. Which ones are positives and which ones can you learn lessons from?

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After 20 minutes, the task was over and we had a good debrief to discuss what went well (W.W.W) and what would could have been done better (E.B.I). Here is your self assessment:

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We compared your own self-assessment with my assessment and highlighted what we could use to improve any future tasks. Here you are in action.

 

P5S – Brazil – Food Glorious Food

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What a great time we had this morning preparing, cooking and tasting our Brazilian dishes. I am absolutely delighted you enjoyed it so much.

Our class had the complicated task of preparing the tapiocas. I had prepared the clay -like  paste at home to make it a little easier to work with this morning. Can you explain to someone at home how the mixture started out?  Most of you had the chance to sieve the clay to make the mixture ready for cooking. It was quite hard work for some of you!  The tapiocas didn’t take too long to cook and you were soon tucking into them. They went down a treat! Tell someone at home how the mixture reacted to the heat from the stove.

You also had to prepare and cut up the mangoes. Again this was done very well and we had lots and lots to eat. This was the first time some of you had tasted mango and it was liked by all. Maybe you can try some at home too.

Chloe S and Innis were our photographers today and took many, many photographs. Please have a wee nosey at them.

P5 – Brazilian Food Recipes

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This morning we had a fun-filled time preparing, cooking and tasting some Brazilian dishes. I am so pleased you enjoyed them so much that you wanted to try the dishes at home.

Please find below the links for both recipes. The main ingredients can be bought in a number of places however I purchased them in Holland & Barrett.  I have included the link for the tapioca flour and the recipe of how to make  them. There is a lot of preparation for the tapioca however, as you tasted today, they are well worth the effort. You may also wish to try the non-gluten free version. The recipe is just the same.

Pao de Queijo (cheese bread)

Tapioca Flour

Tapioca Recipe

 

Enjoy!

P5 – Brazil – Travel Guide

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We are reaching the final weeks of our Brazil topic and to date you have learned an incredible amount of information. You are going to use some of this knowledge for our next task.

For today’s task you are going to create a travel guide for Brazil. Brazil is visited by millions of tourists every year. It has many attractions and hosts many events that tourists find appealing.

Below are a number of links which you should access to research the information you will include in your travel guide. Notes should be taken in your topic jotter. You should have clear heading to separate your information. Please remember you will already have some of the relevant information in your jotters from previous tasks. DO NOT give yourself extra work by rewriting the same information in your jotter.

Please read your task sheet carefully so you are aware of the areas to be included in your guide.

10 Best Places to Visit in Brazil

10 Top Tourist Attractions in Brazil

Brazil – Video

Christ the Redeemer Statue

Iguaza Falls

Sugarloaf Mountain

Teatro Amazonas

 

P5S – Brazil: Indigenous Tribes

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Today’s topic task saw us researching the indigenous tribes of Brazil who live in the Amazon Rainforest. Can you remember some information to share with someone at home?

For our research we had to look at different aspects of tribal life:

  • How many tribes there are and the number of languages spoken: you should include the names of 3 tribes, the name of the largest tribe and the languages they speak.
  • Tribal way of life including clothing, face painting, the roles of men and women and any other facts you think are relevant
  • Rituals and beliefs
  • The threats to the Brazilian tribes

Illustrations were to be included to support your facts. Can you remember some information to share with someone at home?

Where possible you were to transfer your notes into your own words. How did you do? Have a look at your fact file pages below. Show your fact file to someone at home; especially the page(s) you completed.

ROCKIN’ REALS

MANGO MATES

HOT RAINDROPS

JUMPING JAGUARS

BRAZILIAN BROTHERS

JOLLY JAGUARS

P5 Brazil – Indigenous Tribes

Today we will be learning about the indigenous people who live in the Brazilian rainforest. There are many tribes living a very different life from ours. Our task today involves you researching different aspects of their lives.

Task:  Using the links and images provided each group member should take as many notes as they can in the given time. Notes should then be shared within each group to ensure all group members have the same knowledge.

Your notes should be used to write a group fact file about the indigenous tribes of Brazil. All group members should be involved. You should include information on the following:

  • How many tribes there are and the number of languages spoken. You should include the names of 3 tribes and the languages they speak. The name of the largest tribe.
  • Tribal way of life including clothing, face painting, the roles of men and women and any other facts you think are relevant
  • Rituals and beliefs
  • The threats to the Brazilian tribes
  • Drawings to illustrate your facts

Please use only the links  and images provide when researching today.

Rainforest Tribes – Facts

Brazilian Indians

 

P5S – Brazil – Beatriz Milhazes Artwork P5 Style

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Most of our artwork inspired by Brazilian artist Beatriz Milhazes  @milhazesbeatrix is finally completed and on the wall! I have to say it was definitely worth the wait. They look fabulous!

Beatriz is an artist known for her colourful abstract paintings filled with many different shapes and swirling patterns: just like a kaleidoscope.

Everyone in class chose their favourite painting and created their own interpretation using paints or pencils. The final pieces are just wonderful. I am a very proud teacher.

Please show off your design to someone at home.

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P5 – Brazil – Favelas – Another side to Brazil

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Today we will be learning about favelas in Brazil. There are many favelas (shanty towns) in Brazil, housing millions of people. Our task today involves you researching different aspects of these areas.

Task:  Using the information provided (Powerpoint, blog links and videos), each group member should take as many notes as they can in the given time. Notes should then be shared within each group to ensure all group members have the same knowledge.

Your notes should be used to write a detailed script which will then be used to produce a news report on favelas in Brazil. All group members should be involved. You should include information on the following:

  • What is a favela?
  • Where can they be found?
  • Why are they there?
  • What are the conditions like?
  • Who lives in them?
  • Why do people choose to stay there?
  • Why are these areas still growing?
  • What could be done to help?

Please use only these links when researching today.

KidsSearch – Favelas

Rio’s Favelas

Favela Life: Rio’s city within a city

Favela Life: A Child’s View

Newsround: What is life like in a Brazilian favela?

 

 

P5S – Brazil – Scotland v Brazil

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Our latest task for our Brazil topic had us comparing Scotland with Brazil. We even had to compare Bishopton with a village in Brazil: Trancoso. We looked at the houses, streets, shops, schools and even the beaches. Please tell someone at home something you learned about Brazil or Trancoso.

After looking at lots of information and photographs on both countries and villages, each group had to use their information to create a comparison poster. How you did so was entirely up you! You were asked to be creative. Did you succeed?

Have a look at the finished posters. Our Hot Raindrops group have not quite finished their poster so it will be added very soon.

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MANGO MATES

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JUMPING JAGUARS

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JOLLY JAGUARS

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BRAZILIAN BROTHERS

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ROCKIN’ REALS

P5S – Brazil – A Day in the Life of …….

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Last week for homework you were to keep a diary of a typical day: what time you got up, when you left for school, our school day, what time you go to bed. All this was so you could compare your life to that of a child from Brazil.

Today we looked at the life of Valentina from Bela Vista. Using information shared on Glow, each of you had to look at the similarities and differences between your lives. You took lots and lots of notes about Valentina’s life and used this to complete a venn diagram. Thank you to Lewis, our Digital Leader, for showing everyone how to access the information.

On one side you shared your information about your life and on the other Valentina’s. How wonderful do the completed diagrams look on your wall space? Please show your work to someone at home. Tell them some of the information you learned about Brazilian life. Are there any similarities or differences?

P7M – Can You Beat the System?

This afternoon, we took the role of farmers, traders and company employees in a fictional country of Centralia. We all started off with different amounts of equipment, resources and money and had to ‘grow and harvest’ maize and coffee. This was to highlight the difficulties people have in developing countries. During the growing seasons we were allowed to grow, harvest and trade our crops but we always had to have enough food at the end of the season to feed ourselves. The extra money we made was spent on health care and education for our families.

The seasons were often interrupted with news reports that affected each group in different ways. The farmers were devastated when they experienced land grabs in which land they had been using for growing food was sold over their heads to the companies. Price rises in food caused all of the groups problems but affected the poor farmers the most. The Global Market also reduced the buying price of bagged coffee and harvested corn. Drought caused by climate change meant that 50% of everyone’s corn crop was damaged and taken off them, which meant they couldn’t sell as much and sometimes left them with no food to eat. Everyone was frantically trying to grow, harvest and trade during the seasons which meant their was quite a buzz about the classroom!

However, news reports also brought good news for farmers. The Companies realised that farmers were vital to the world trade business so they made investment in them by giving them extra resources (scissors, pens, bags and labels for coffee). The farmers were over the moon! The final piece of good news for farmers was that the Government closed the loop tax holes which meant that the companies had to pay the correct tax and this allowed the Government to pay farmers back for their hard work.

Despite two groups of farmers joining together to form a co-operative, the group that had the most money were the company employees. We had a lot of fun, made a lot of noise (sometimes sounding like a real Stock Exchange) and hopefully learnt some important lessons about the world of farming, particularly in developing countries.

P5S – Brazil – Beatriz Milhazes Artwork

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For homework, and in class, we have been looking at the work of Brazilian artist, Beatriz Milhazes.  Each of you chose your favourite painting and began creating your own version of it last week. Lots of you have found it quite tricky as these paintings contain many different shapes and colours.

I have to say I am delighted at just how well they are turning out. I cannot wait to show off your final creations. They are taking a while because the paintings are so detailed however we should have them completed later this week. Watch this space!

Here are some photographs of your designs so far.

 

P5S – Brazil – Mapping Task

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Last week for our Brazil topic we had to find our where Brazil was in the world in relation to Scotland. We also had to research and find a number of important locations within Brazil and its bordering countries. What fun can be had with Google Maps!

Once we had individually recorded the information on our own maps, we transferred it to a larger group map which is now on our wall space in class. A few of our new groups need to work on their listening skills as the Pacific Ocean seems to have flooded some of Brazil’s bordering countries on the maps.  Well done to the groups who realised their mistake and fixed it in time.

Please show someone at home your completed map and tell them some information about the locations on your map. Which city is the capital of Brazil? Which is the largest city in Brazil? Can you remember how many people live there? Where are Scotland and Brazil located on the map?

 

P5S – Let’s dance a little more ……

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Our Latin dance lessons got a little harder this week. We had many more “latin” dance moves to master. Girls …… wow! You certainly picked them up well, as did a couple of our boys. Next week I think we will mix it up a little more to help some of our less enthusiastic boys to pick up the moves quicker.

Have a look at our photographs and see if you can remember some of the dance moves to show someone at home.

P5 – Brazil – Mapping Task

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 This week we will be using our skills in mapping to identify and locate the main cities, important areas of interest, relevant rivers, oceans and the bordering countries of Brazil.

Our learning outcome for this task is:  I can successfully use a map to locate specific places and show these on a blank map.

To extend my mental map and sense of place, I can interpret information from different types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world.SOC 2-14a

The skills we are focusing on today are:

Skills for Learning:Application: I can select specific information from a map and display this correctly on a blank map, showing my understanding of countries within the wider world.

Skill for WorkSelf-direction: I can remain on task and work collaboratively with my group members to complete a task in an allocated time.

Use the links below, and a class atlas, to find the required locations within Brazil. Please read your task sheet carefully, and work closely with your group members, to  ensure you locate as many of these places as possible within the allocated time.

Google Maps

Map of the World – Brazil

Brazil

You have ONE HOUR in the IT Suite to complete your research. You will also have ONE HOUR in class to complete the second part of the task. Please use your time wisely.

P5S – Google Expedition

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What a great start to the afternoon! What great excitement from you all! The screaming was very loud!

Did you tell someone at home that we travelled to Brazil this afternoon and saw many areas of Rio de Janerio and Sao Paulo? On our travels we looked at buildings, beaches, artwork, and even football stadiums. We paid the famous statue, Christ the Redeemer, a visit which caused much excitement.  We learned just how high and wide it actually is. Can you remember?

Once we had our tour of Brazil we had time for a shark experience down deep in the sea before heading to the moon. We certainly got about this afternoon.

A huge thank you to Primary 4 for letting us share the Google Expedition experience today. I thoroughly enjoyed your reaction.

Thank you to Mrs McKay for being our photographer.

P5S – Brazil – Fact File Task

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 This term our writing focus is fact files so we kicked off our Brazil topic with a research task which would allow us to find out lots of information that we could then transfer into a fact file of our own. Each group member had to create an interesting and colourful fact file which included the following information:

  • national flag, coat of arms, bird, animal, flower
  • population, currency, religion, capital, main cities
  • landscape, areas of water (oceans/seas), climate
  • tourist attractions (landmarks)
  • national anthem
  • festivals, carnivals
  • any other important information

How did you do? Did you manage to research and take notes on all of these areas?

Our social skill for this task was:  Helping/Encouraging each other: I can encourage and help my group members to complete an individual task for my group.

This meant that if someone in your group did not have any notes on a particular area, and you did, you were to help one another by sharing your information. This ensured that the group aspect of the task was fulfilled. How did your group do at this part of the task? Did you help and encourage one another?

The completed fact files were then peer assessed by another group. Will they have the same assessment results as your group? All your fact files and your peer assessment results are now on your wall space.

 

P5S – Brazil – Dancing like the Brazilians do ……..

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What a fun time we had this afternoon in our P.E. session! Unfortunately we were unable to use the gym hall however we managed just fine with the space we had in class.

There was much hilarity as we tried to master some Latin dance moves as part of our topic. There were some tricky moves and some easy moves and even some very funny moves but you took it in your stride and gave it your all. The enthusiasm was wonderful to see! A HUGE well done P5S! I am looking forward to next week’s session already.

Here are some photographs of you practicing your moves. There are a few blurry ones due to them being “action” shots however you should still manage to make out the big smiles.

P5S – Brazil – Meet our new groups

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Today you created the banners for over your groups and your new wall space. I have to say they look wonderful. Your group name was to relate to Brazil in some way and I think you managed that very well. Please explain to someone at home why your group chose the name they did and the link it has to Brazil.

Meet our new groups for term 2.

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HOT RAINDROPS

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BRAZILIAN BROTHERS

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JUMPING JAGUARS

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JOLLY JAGUARS

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MANGO MATES

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ROCKIN’ REALS

P5S – All About Brazil Part 1

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Yesterday we started our new topic on Brazil with a research task in the IT Suite. Each of our new groups had to research a number of aspects relating to Brazil. You were to take suitable notes, with headings which you then used to decide on a group name. Are you able to share some interesting facts with someone at home? Do you know what the motto is on the Brazilian flag or how many stars it has on it?

Our Learning Outcome for this task was: I can create an interesting group name which is linked to Brazil.

I can discuss issues of the diversity of cultures, values and customs in our society. SOC 2-16c

I can make notes, organise them under suitable headings and use them to understand information, develop my thinking, explore problems and create new texts, using my own words as appropriate. LIT 2-15a

The skills were:

Skill for LearningSynthesis: I can list my research under suitable headings. I can use this information to help my group choose a suitable group name

 Social Skill: As a group we can reach an agreement in the correct manner.

I was very impressed at just how well some of our new groups worked today on their first task together. I heard some great ideas being shared, notes were being discussed and when self-assessing many of you were very honest with how you worked together. Well done!

Here are some photographs of our new groups working on their Home Team Challenge.

 

Primary 5 – Brazil – Research Task

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Your first task for our Brazil topic involves you researching a number of different areas about the country. In your topic jotters you will take detailed notes with relevant heading to separate your information. This information will then be used for both your Home Team Challenge and your Fact File task so please ensure your notes are as detailed as possible.

Please access the links below to find the required information. ALL links should be looked at to allow you to gain as much information relating to Brazil as possible. You have 1 HOUR in the IT suite so please use your time wisely. Only the links below should be accessed. 

 Population of Brazil

Brazilian Flag

Coat of Arms

National Anthem

National Animal

National Flower

National Symbols

Brazil – The Facts

Brazil for Kids

The Kids Guide to Brazil

Brazil: Fun Facts

Landscape and Climate

P5S – Personal Project Presentations

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Over the last two days you have been presenting your Scottish Wars of Independence personal projects. For this task you were given the opportunity of presenting your research in any way you wished ………… and what wonderful ideas were on display!

We had models of the Wallace Monument, Stirling Bridge and a variety of castles, 3D maps, weapons and a very creative journey from Norway to Scotland. William Wallace in a kilt even appeared for a drama presentation. PowerPoints were created, posters were designed and research folders were produced. We even had a quiz to test everyone’s knowledge! Well done to each and every one of you. You certainly set the standards high.

Feedback for your presentations will be issued next week, from myself and one of your peers. Please remember to read your feedback carefully and act on it when you next present to the class.

Here are some photographs of you presenting and any models that were made.

We also took the time to look more closely at some of the models and their creators were able to discuss how they made them.

P5S – The Declaraton of Arbroath

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During our topic session today we learned all about the Declaration of Arbroath and the importance it had on Scottish society.

After individually completing the note-taking aspect of the task, each clan had to recreate their own version of the declaration. Can you tell someone at home some of the facts you learned today? Wow them with your knowledge!

Here are a few photographs of you hard at work. Keep scrolling to see the completed declarations.

The completed declarations have turned out incredibly well. Throughout our topic you have created some very high quality work and I am looking forward to showing it all off at our parents’ evenings next week. Please ask your parents to have a look at all your wonderful work. I am a very proud teacher!

Have a look and let me know what you think.