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'I told myself I was stupid. I told myself I'd been dreaming. I told myself I wouldn't see him again. But I did.'
In Term 6, we're immersing ourselves in Michael's world as we join together our Power of Reading text, Skellig, with our enquiry: What might Skellig be? Using different mediums of art to piece together our thoughts about what Skellig might be, we will join Michael on his voyage of discovery as he ventures into the garage and discovers this intriguing stranger. Our challenge will be to create a scrapbook page about what Skellig might be.
This week we have been busy focusing on the Olympics. We have used atlases to locate where the Olympics is being held, as well as researching other countries that are taking part. We have looked in detail at the country, Australia. Finding out what animals live there to create mini fact books. In addition, we learnt a story from the dream time and produced our own aboriginal art... What a great week!
Challenge - Scrapbook pages
We can't quite believe it but we have finally finished our last enquiry. We have really enjoyed being part of Michael's voyage of discovery and piecing together our thoughts about what Skellig might be. These are our wonderful scrapbook pages with our ideas! Whereas some of us are certain about what Skellig is, others of us still remain puzzled due to the complex nature of this character. If you ever get a chance to read the book (we all think you should!) we would love to hear what you think Skellig might be...
Our Class Assembly
Wow what an incredible year we have had in Year 5! We shared some of our favourite parts of the year in our class assembly today. We loved creating our assembly and are very proud of how well we delivered it. Thank you to all our parents who were able to watch and support us.
Collaborative Learning in Maths
We have been putting our maths learning to good use! We were set a mission to plan and create a piece of work that demonstrates our knowledge of angles. Working in a team meant we needed to plan our jobs carefully and make sure everyone was involved. We now understand the importance of planning before getting started as this allows us to all understand what we are trying to create.
Taking inspiration from the baby blackbirds that we read about in Skellig, we have been learning to work with clay. We have learnt to mold the clay by applying the right amount of pressure and have added details by using special clay tools. We then left them to dry so that we could add paint to our sculptured, clay birds.
Is it wings?
"We had our arms around him. Our fingers touched behind his back. We explored the growths upon his shoulder blades. We felt them fold up like arms. We felt their soft coverings. We stared into each other's eyes and didn't dare to tell each other what we felt."
We discussed what we thought they had felt on his back and why Michael and Mina didn't want to tell each other what they were thinking.
We think he has wings! We explored sketching techniques sketching what his wings might look like.
Here are some of our sketches.
It was all a dream...
Michael, trying to cope with what is happening since he moved to Falconer Road, has a nightmare about his baby sister. We wrote some beautiful pieces retelling his dream with a focus on using embedded clauses to add extra detail.
Year 5 have been busy using iMovie to create some super science shows. We have used our knowledge about forces to create a movie which explains and demonstrates how the force, gravity is acting on a dropped ball. We spent some time exploring all the things we can do with iMovie from cutting a clip to adding a voice over. We had a brilliant time creating these movies... we hope you enjoy them!
How can Sikhs show their commitment to God?
Throughout Term 5, we have been thinking about ‘How Sikhs can show their commitment to God.’ We created hidden panel books and filled them with research and information as to how Sikhs can show their commitment. These books then helped us to write a letter, answering our key question.
Showing respect online
Staying safe on line is so important! We have been thinking about what it means to show respect online and how we can make sure that we do. We understand that facial expressions and body language can not be seen through a text or email so we must think before we write. Be careful with what you write and how you write it!
To conclude our enquiry we wrote an explanation to describe why we have night and day. We combined all of the information we have learnt during our immersion activities to write our explanation. We also included diagrams to illustrate each step.
To explore more about our enquiry, we used a globe and a lamp to demonstrate why we have night and day. We discussed how the Earth rotates on its axis, which means half of the world is facing the Sun and the other half is facing away from it.
To learn more about the position and distance between the planets in our Solar System, we took our lesson outside! Some of us were the planets and others measured the distance from one planet and the next. It was really interesting to see just how far away some planets are from the Sun.
Ms Wilson says, "All angles in our school are right angles." Is she correct? Prove it.
During Maths this week, we used our knowledge of angles to prove Ms Wilson right or wrong. We explore the school to collect photo evidence to support our opinions. It was good fun!
To kick off our next science enquiry we took a trip to @ Bristol! We spent the day exploring the different exhibitions and rounded off our trip with a visit to the Planetarium. The Planetarium show helped us to learn lots about our solar system and made us excited to learn more through our science enquiry.
We start this term with an exciting science enquiry ‘What affect does air resistance have on moving objects?’ We will be exploring a range of forces, from gravity to friction, and designing experiments to show how these forces act upon moving objects. Throughout this topic, we will be discussing and explaining what we have observed, ensuring we use precise scientific vocabulary. Our challenge is something we are really looking forward to, where we will plan, design and create a parachute to see how long we can keep a lego figure in the air.
The Challenge - Parachute Experiment!
To round off our air resistance enquiry we created our own parachutes and competed against each other to see who's stayed in the air for the longest! We used lots of different materials and made parachutes that were a range of different designs. Well done to Charley, Chloe and Cassie for coming 1st!
Air Resistance Experiment!
We investigated air resistance by running in the wind with different materials to feel which material and shape gave us the greatest air resistance. We discovered that the lighter materials and the ones with the larger surface area created the most air resistance. Our results will allow us to plan and experiment with smaller materials to find an answer to our enquiry question.
For our friction experiment, we tested which materials would make a toy car travel down the ramp the slowest. We used five different materials, some were smooth and some were rough. The rougher materials created more friction which made the toy cars travel more slowly down the ramp.
Water Resistance Experiment!
As part of our enquiry, we investigated how water resistance affects different shaped objects. We timed how long it took the different shapes to sink to the bottom of our container. We made predictions and ensured we carried out a fair test.
To kick start our enquiry, we watched lots of videos explaining all about different forces! We saw what happens when someone is affected by extreme G Force and then we watched a parachutist and discussed the forces acting upon them. Finally, we watched Felix Baumgartner as he skydived from space!
Send My Friend To School
We are revisiting persuasion this term in literacy and we have got ourselves involved in the 2016 Send My Friend To School campaign. This campaign is focusing on providing education to the millions of children that have been affected by emergencies, such as conflict, climate change and health epidemics. We are using persuasive techniques to write a speech to bring attention to this really important cause.
You can find out more about this important campaign below.
Science is at the forefront of our minds this term as we launch our first science enquiry: ‘Can change always be reversed?’ Working scientifically, we will be looking at the different properties of materials before moving onto investigating reversible and irreversible changes. We will be planning, carrying out and concluding a range of experiments and using out maths skills to record the data gathered. As our challenge, we look forward to answering the question ‘Can change always be reversed?’ by creating our very own science show, using the ipads.
Thank you to Anya's mum for bringing these visitors in!!
We had great fun filming our challenge, I particularly enjoyed Gracie and Ella's because it was funny.
I learnt lots of interesting information about what changes can be reversed and what changes can't.
I really enjoyed the science show from Mr. G. It was a great way to start our enquiry.
My favourite part was when we carried out our own experiments, especially the vinegar and bicarbonate of soda and the glow sticks
For our challenge, we became scientists and made a little science show demonstrating the knowledge we have gained throughout this enquiry. We had great fun watching and filming each other. Here are a couple of our videos.
After listening to Agent Green, a dragon whisperer, from DCHQ (Dragon Conservation Headquarters) tell us a story and all about her interesting life with Fuse, her dragon, we learnt to draw a dragon. We then did a Year 5 workshop with Agent Green where we learnt about keeping and tracking a dragon. Inspired by what we had discovered, we created our own class dragonology. Here are some pictures of our outfits for the day and some of the pages from our dragonology. We hope you enjoy them!
Reversible and irreversible changes
In science, we conducted an investigation looking at reversible and irreversible changes. Our experiment involved combining vinegar and bicarbonate of soda, as well as effervescent tablets and water, in order to see if a gas was produced. We then went on to observe how glow sticks go through a chemical change resulting in them glowing in the dark! It has helped us to gain a better understanding of reversible and irreversible change. We know that some good indicators of irreversible changes are when heat, gas, colour change and light changes occur.
What a brilliant start to book week! Year 5 were visited by a storyteller who told a range of fantastic stories! He showed us how important it is to use actions and expression to bring a story to life. He asked us to solve riddles, which really got our brains working on a Monday morning!
Later he visited us in class and we worked on writing our own poems.
Makey Makey Game Controllers!
Wow! We absolutely loved learning to use the Makey Makeys! First, we discussed what was meant by an 'input' device and learnt how to put the Makey Makeys together. We then discussed conductors and insulators and tested out different materials to see what would make suitable buttons for a controller. Next, we used everything we had discovered to design a game controller, testing as we went to make sure the connections were secure - this was a crucial time to make any changes! Finally, we headed back down to the ICT suite to play on various games using our awesome game controllers!
What a treat we have had today! Mr G presented a science show and amazed us with some fantastic Science! He showed us lots of experiments that made us think about our enquiry question this term: 'Can change always be reversed?' We made ice cream which we got to taste, created flubber and even watched an explosion between coca-cola and mentos! In class, we have focused on the scientific vocabulary we will be using this term and have designed posters to show our new understanding.
Our reflections of the our viking enquiry!
We reflected upon this term and thought about what we learnt and also what aspects of the enquiry we had enjoyed most and why. Here are some of our reflections:
'I enjoyed the WOW day the most, where we dressed up as vikings and made our own charms.' Cassie.
'This term I especially enjoyed making the imovie viking trailer, it was really fun!' Lucy and Freddie.
'I learnt that vikings wrote in runes, which is really interesting.' Callan.
'I learnt that vikings didn't have horns on their helmets!' Neave.
'My favourite part of the term was when we wrote our discussion text because it was fun learning about the vikings. I learnt lots of facts about vikings, like the fact that they traded for gold, silk, slaves and lots of other things.' ruby.
'This term I enjoyed the viking debate because I liked making my point to the class'. Cerys.
'I enjoyed doing the viking movie because it was fun and I learnt lots about weapons'. Emilio.
'It was interesting learning about how the vikings raided Lindisfarne.' Callum.
Challenge - The great debate!
After transforming our classroom into the House of Commons, we were finally ready to put our discussion skills to the test and debate our enquiry question, 'Were all Vikings brutal plunderers?'
Following the strict conventions of the House of Commons, we presented clear and convincing arguments, strengthened by our detailed historical knowledge and understanding. Our expert discussion skills enabled us to both support our side and challenge the opposition with confidence.
Discussion - Were all Vikings brutal plunderers?
Using everything we have learnt about how to write a discussion piece, we brought together all our knowledge about the Vikings and wrote a balanced argument. We started with an introduction before moving onto arguments for and against, making sure we developed each point fully. Finally, we concluded, giving our own opinion about whether we thought they were all brutal plunderers.
Imovie - Lindisfarne 793AD!
As we head towards our final end write and challenge, we learnt about a very important Viking raid. To help us remember the key events, we put together an Imovie trailer. We hope you enjoy watching them as much as we enjoyed making them!
Do video games rot the brain?
To help us write a good debate, we looked at an extract which discussed "Do video games rot the brain?" We looked at reasons for and against and from the extract drew out steps to success. We then used actions to memorise parts of the debate.
Not only have we been learning mandarin, but we have also had the chance to experience some Chinese cuisine. We had lots of fun rolling out the dough and filling the dumpling parcels before we finally got to taste the delicious savoury treat!
This term we're really going to immerse ourselves in fractions, decimals and percentages. We started off by identifying different fractions and had loads of great discussions about what a fraction is, as well as the role of the numerator and denominator.
We then looked at how much water would need to be put in a bottle (the whole) to show different fractions (the parts).
Year 5 been busy researching the Vikings! We have used information books to find out about various aspects of their lives, ranging from what they ate, to what they did in their leisure time. From our notes, we formed groups and worked brilliantly together to produce posters to showcase our new acquired knowledge. We confidently presented these to the rest of the class. Reflecting on our team work, we are really proud with how we took turns, shared out roles and built on each other's ideas to create a fantastic end product. We can't wait to work collaboratively again soon!
To get us started, we designed our own Viking shields and then listened to and did some dfreeze-framing based on Viking sagas. Next, we designed our on Viking jewellery and made it out of salt-dough. Finally, we made a Viking longship. We're looking forward to finding out whether all Vikings were brutal plunderers for our enquiry!
Is the Christmas story true?
In order to investigate our key question, we first looked at a typical version version of the Christmas story found in any story book. Next, we compared this version with two found in the bible. These were Luke Chapter 1:26-38 - 2:1-20 and Matthew 1:18 - Chapter 2:12. We looked at the similarities and differences between them and used this to answer the question.
We brought together everything we have done this term to create a whole class Ebook that includes our magnificent paintings of the Secret Garden as well as audio extracts from our own innovated fairytales. We hope you enjoy listening to them and that our artwork enhances your experience!
As we approach our end write, which will include writing our own ending to our innovated fairytale, we got into small groups and used actions to help us learn and re-tell the ending from The Princess' Blankets.
Gracie, Ella and Neave sharing the performance they had been working on during Golden Time. Well done girls!
Ella's solo performance in singing assembly!
Well done Ella with your solo performance in singing assembly. We were very proud of you!
We are outstanding!
Celebrating with ice cream!
As part of our immersion and have a go for our enquiry, 'How does art enhance storytelling?', we used the medium of tissue paper to create some abstract art. We chose fire and hillsides so that we could link our artwork to the story opening that we wrote where we describe the setting for the story. We didn't want our art to represent an accurate depiction of fire or hills so we zoomed into the pictures and instead used shapes, colours and forms to achieve its effect.
Our first enquiry this term will provide us with plenty of opportunities to refine our skills as geographers and scientists. We will develop our map-reading skills, research life in the Amazon Rainforest, investigate the rainforest as a vital natural resource and consider the human impact on this diverse, yet vulnerable, environment. Our challenge will be to create a campaign video persuading the public to protect the Amazon Rainforest.
"We had great fun creating our campaign videos for our challenge." Callan, Zack and Jake.
"I liked drawing our maps of South America and finding out where The Amazon Rainforest is." Cassie
"I enjoyed dissecting a flower and learning about the different parts." Lucy
"I really enjoyed our trip to the zoo and I learnt a lot about The Amazon Rainforest during our workshop." Matthew
How far would a Sikh go for his/her religion?
This term we have been researching Sikhism. We discussed what it means to be committed to a religion and how Sikhs may show their commitment to god in different ways.
Our value this term has been trust. We discussed what it means to be a trustworthy friend and created some anti-gossip posters promoting a trustful friendship.
In 5CL we explored our school value of respect. We thought about what respect is, times when we have been both respectful and disrespectful and created shields expressing what we value (respect) about ourselves, our families, our friends and our environment.
We continue to strive to be Purple Learners and after a quick recap of how we feel when we are in the challenge zone and what movers and blockers help and prevent us from learning, we focused on how we can be more diplomatic when sharing our opinions and ideas. 5CL decided that we would be being diplomatic if we agreed to disagree in a polite and respectful way. We used role play to explore this concept.